Dependence of AI on the Development of Students' Critical Thinking

Abstract

The rapid integration of Generative Artificial Intelligence into education has reshaped learning processes, raising dilemmas regarding how algorithmic reliance and cognitive offloading affect autonomous reasoning. To analyze the influence of reliance on artificial intelligence tools on the development of students' critical thinking, with the aim of providing recommendations to strengthen intellectual autonomy within the educational context. A mixed-methods approach was adopted at the "Víctor Gerardo Aguilar" Educational Unit, combining quantitative and qualitative data; 21 students were assessed via structured questionnaires, and 5 teachers were interviewed. Analyses included descriptive statistics, contingency tables, and qualitative thematic analysis. Results: The student questionnaire reveals that 52.38% of participants use AI regularly and struggle to evaluate the validity of their arguments, while 33.3% express insecurity when working without algorithmic support. Teachers noted that between 75% and 85% of students turn to AI as their first option, evidencing a decline in the quality of written argumentation and confirming that higher levels of reliance correlate with lower critical thinking development. Excessive reliance on AI limits critical thinking development and weakens students' cognitive autonomy. It is necessary to implement digital literacy policies and active learning methodologies that regulate technology use, thereby promoting metacognition, independent analysis, and the preservation of human reasoning.