When thinking takes a backseat: AI and cognitive offloading in criminology studies

• In Event: Rethinking Criminology Education in the Age of AI

Abstract

The integration of artificial intelligence (AI) tools in higher education has been highlighted across various educational fields, including criminology. While AI technologies, such as generative AI, offer adaptive learning designs that personalize instruction, their impact on critical thinking remains a topic of concern. Critical thinking —defined as the ability to objectively analyze, evaluate, and synthesize information— is essential for criminology students, who must navigate complex social issues. Emerging research suggests that over-reliance on AI tools for academic tasks can lead to cognitive offloading, wherein students delegate critical reasoning processes rather than engaging deeply with the material and developing metacognitive skills. This phenomenon raises concerns about cognitive engagement, problem-solving abilities, and independent thought. Through a literature review, we explore the relationship between AI tool usage and critical thinking, applying these insights to criminology students. We focus specifically on the educational strategies and learning objectives embedded in the criminology curriculum at the Vrije Universiteit Brussel in Belgium.

Authors

• Aude Fieuw, Vrije Universiteit Brussel

• Ione Geerts, Vrije Universiteit Brussel

• Jasmine De Backer, Vrije Universiteit Brussel