Do Generative AI Assistants Enhance or Hinder Critical Thinking Skills in University Students?

Abstract

Artificial intelligence (AI), particularly Generative AI (GenAI), is reshaping higher education by transforming how students learn and engage with information. This study explores the role of GenAI assistants in fostering critical thinking, a core competency for navigating an era of rapid technological change. Conducted with students from the Multimedia Design course at the Universidad Autónoma de Occidente, Colombia, the research compared two versions of the GenAI assistant: a standard model and one configured with Hegelian dialectics to stimulate reflective dialogue. While quantitative results showed no statistically significant differences between groups, qualitative insights revealed that the dialectical assistant promoted deeper analytical and evaluative thinking. The study underscores the need for sustainable process models in teacher training to integrate GenAI responsibly, ensuring balanced skill development, ethical awareness, and long-term cognitive growth.

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