Between Assistance and Dependence: Artificial Intelligence and Critical Thinking. A Study on First-Year University Students

Vereau Amaya E.A.; Soto Zavaleta A.R.; Vásquez Luján I.G.; González López G.L.; Tomanguilla Reyna J.; Ríos Gonzales J.D. · International Journal of Learning, Teaching and Educational Research (2025) · DOI: 10.26803/ijlter.24.12.6

Resumen

This study examined the relationship between dependence on generative AI tools and the dimensions of critical thinking among first-semester students at a university in Trujillo, Peru. A quantitative, correlational, cross-sectional design was applied to a sample of 200 students, using validated Likert-scale instruments for AI dependence and for interpretation, explanation, inference, analysis, and evaluation. The results show moderate levels of AI use, primarily as support, alongside an uneven critical-thinking profile. AI dependence is negatively associated with the overall critical-thinking score and more strongly with inference and evaluation, whereas interpretation and explanation remain comparatively stronger. The regression models explain a meaningful share of the variance and suggest that unmediated AI use may displace self-regulatory processes in novice students. The study contributes empirical evidence from the Peruvian context—underrepresented in the regional literature—and offers practical guidelines for integrating AI as a verifiable pedagogical scaffolding that requires reconstructing reasoning and verifying sources. Curricular interventions aiseacher training in critical digital literacy are recommended, as are longitudinal and experimental studies to strengthen causal inference. © The Authors.

Instituciones: Universidad Nacional de Trujillo; Universidad Nacional del Santa; Universidad César Vallejo