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© 2026 IJSREM – International Journal of Scientific Research in Engineering and Management. This is an open-access journal. Articles are published under the Creative Commons Attribution (CC BY 4.0) License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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ArticlePeer ReviewedOpen AccessPlagiarism Passed
Paper ID:IJSREM62543

Effect of Artificial Intelligence on Students’ Critical Thinking Skills

Stream/Area:

-

Subject:

-

Paper ID:

IJSREM62543

Volume:

10 |

5 |

May 2026

Pages:

1-9

Publication Frequency:

Monthly (12 issues per year)

DOI
Digital Object Identifier
10.55041/IJSREM62543

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.

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Authors

PD

Pradnya Deshmukh

Department of Computer Science

PVG's College of Science and Commerce

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DK

Divya Komakul

Department of Computer Science

PVG's College of Science and Commerce

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Mentors

DSJ

Dr. Swati Joshi

Department of Computer Science

PVG's College of Science and Commerce

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Abstract

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

KEYWORDS Artificial Intelligence Critical Thinking Education Students Learning Technology Cognitive Skills Pedagogy

Cite This Article

Pradnya Deshmukh, Divya Komakul, Dr. Swati Joshi, "Effect of Artificial Intelligence on Students’ Critical Thinking Skills," International Journal of Scientific Research in Engineering and Management, vol. 10, no. 5, pp. 1-9, May 2026. https://doi.org/10.55041/IJSREM62543

Full Article/Conclusion

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.

References

·        Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. American Philosophical Association. ·        Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Centre for Curriculum Redesign. ·        Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences. ·        Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist. ·        Long, D., & Magerko, B. (2020). What is AI literacy? Proceedings of the ACM Conference on Human Factors in Computing Systems. ·        Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson. ·        Mayer, R. E. (2002). Cognitive theory of multimedia learning. Educational Psychology Review. ·        Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google's effects on memory. Science. ·        Sweller, J. (1988). Cognitive load during problem solving. Cognitive Science. ·        Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Student perspectives on AI use. Assessment & Evaluation in Higher Education.

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Publication Date

5/5/2026

Peer Review Type

Double-Blind Peer Review

Review Rounds: 2

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