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Stream/Area:
-
Subject:
-
Paper ID:
IJSREM62543
Volume:
10 |
5 |
May 2026
Pages:
1-9
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
Department of Computer Science
PVG's College of Science and Commerce
Department of Computer Science
PVG's College of Science and Commerce
Department of Computer Science
PVG's College of Science and Commerce
Students are increasingly using Artificial Intelligence (AI) for learning, writing, and problem-solving. While AI tools offer convenience and efficiency, their impact on students’ critical thinking skills remains an important area of study. Critical thinking is essential for analysing information, making decisions, and solving problems. This study examines how the use of AI affects students’ critical thinking abilities. The research focuses on whether AI enhances or diminishes students’ independent thinking skills. Using a survey-based approach, data are collected from students to assess their AI usage patterns and the perceived impact on their thinking skills. The findings aim to provide insights into the educational implications of AI and highlight the importance of balanced technology use in learning environments.
KEYWORDS
Artificial Intelligence has become an important learning tool for students. The study indicates that AI offers several benefits, including quick access to information and improved efficiency in completing academic tasks. AI tools can support learning when used responsibly. However, excessive reliance on AI may reduce students’ independent thinking and analytical abilities. Critical thinking skills develop through active engagement, reasoning, and problem-solving, which can be weakened if students depend entirely on automated systems. Therefore, AI should be used as a supportive tool rather than a replacement for thinking. Educational institutions should encourage balanced AI usage and promote awareness about the critical evaluation of AI-generated information.
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Publication Date
5/5/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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Conflict of Interest
The authors declare no conflict of interest related to this research work.
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