Use of AI tools and their influence on the development of critical thinking in the subject of general didactics

Abstract

This study analyzes the use of artificial intelligence tools and their influence on the development of critical thinking in university students enrolled in the General Didactics course, within the Education Sciences program at the Universidad Estatal del Sur de Manabí. The research was conducted under a quantitative approach, with a non-experimental, cross-sectional design and an analytical-exploratory level. The sample consisted of 30 third-semester students, selected through intentional non-probability sampling. A structured survey with a Likert scale was used as the data collection instrument. The results show that the use of artificial intelligence tools is widely integrated into students' learning processes, being used primarily as support for understanding content and developing academic activities. However, tendencies toward completing tasks without prior analysis and a reduction in the use of traditional academic sources were identified. Regarding critical thinking, uneven development was observed in skills related to analysis, argumentation, and contextualized reflection. It is concluded that the influence of artificial intelligence on critical thinking depends on the way students use it and the level of pedagogical guidance accompanying its integration into the learning process.