Passive Interaction or Human–AI Collaboration? GenAI’s Impact on Critical Thinking in Higher Education

• In Event: Critical Reflection of AI Integration in Education

Abstract

This mixed-methods study examines the impact of GenAI on critical thinking. Forty students from a four-year institution at a southwestern university in the U.S. completed a survey; six shared chat history scripts, and two participated in interviews. Students’ survey responses indicated that GenAI enhanced triggering event (M = 3.60), exploration (M = 3.70), and integration (M = 3.60), although they remained neutral during the resolution stage. Chat histories analysis revealed two student–GenAI interaction modes: passive, AI-directed, and active, AI-supported. A resolution gap persisted; however, students who utilized guided GenAI progressed through all four phases, improving their critical thinking and reconceptualizing ChatGPT as a more knowledgeable other. These findings underscore the need for structured GenAI to avoid passive engagement and foster critical thinking.

Authors

• Nesma Ragab Nasr, Northern Arizona University

• Jennifer M. Werner, Arizona State University

• Chih-Hsiung Tu, Northern Arizona University

• Tonia F Bauer, University of South Carolina - Upstate

• Laura Esthela Sujo-Montes, Northern Arizona University