Chatgpt in the critical thinking of BGU students

Abstract

In the digital age, the integration of artificial intelligence tools, such as ChatGPT, has revolutionized educational processes, generating new opportunities and challenges in the development of critical thinking in students. Although ChatGPT offers advantages in facilitating access to information and the exploration of different perspectives, its use raises questions about its effectiveness in promoting critical thinking skills, in- depth analysis, and information evaluation. The issue lies in determining whether the use of this technology, mediated by teaching strategies and appropriate pedagogical design, can enhance critical thinking skills in high school students, or whether, on the contrary, it generates a passive dependence that limits their analytical development. The objective of this research is to describe the perceptions of third-year students of the Unified General Baccalaureate at Oxford Educational University regarding the use of ChatGPT and its relationship to critical thinking during the 2024-2025 period. Using a quantitative and descriptive methodological approach, surveys were administered to a non-probability sample of 31 students. The results revealed mixed perceptions regarding the usefulness of ChatGPT for analyzing texts and promoting reflection. In conclusion, although the tool offers potential, its impact on strengthening critical thinking depends significantly on its pedagogical implementation and teacher support.