AI Tools and Critical Thinking in Higher Education : A Qualitative Study of Student Experiences

Sammanfattning

Artificial Intelligence (AI) technologies in higher education are transforming how students learn and think critically. This study looks at how students view the influence of AI on their critical thinking skills, particularly in areas like reasoning, reflection, evaluation, and independent thinking. Semi-structured interviews were conducted with fifteen students from diverse disciplines and academic levels across Swedish universities using a qualitative approach. The data was analysed through thematic analysis and interpreted with Social Cognitive Theory. The findings show that AI can both support and weaken critical thinking. Although it tended to assist students in coming up with ideas and handling workload, blind dependence occasionally substituted thinking and judgment. Independent judgment relied on reflection and self-regulation, which were hard to maintain when faced with academic pressure. Peer norms, teacher advice, and policy clarity also influenced students' openness and criticality in using AI. Many expressed ambivalence, valuing efficiency but fearing over-dependence and loss of independence.