Explore the role of Artificial Intelligence on Students’ Critical Thinking and Problem-Solving Skills at higher Education Institution in Pakistan

Abstract

The rapid integration of artificial intelligence (AI) into higher education is reshaping how students approach learning, with growing attention on its implications for critical thinking. This study examines the perceptions of undergraduate students from public sector universities in Punjab, Pakistan regarding the influence of AI tools on their critical thinking skills. Using a quantitative, descriptive design, data were collected from a stratified random sample of 300 students through a self-developed Likert-scale questionnaire focusing on AI usage patterns, perceived cognitive impact, and ethical considerations. Validity was ensured through expert review, and reliability testing yielded a Cronbach’s Alpha of 0.87, indicating strong internal consistency. Descriptive statistics, independent t-tests, ANOVA, and correlation analyses were employed using SPSS v26. Results showed that students generally perceive AI as enhancing synthesis, evaluation, and analysis skills, with education faculty students reporting higher positive perceptions compared to those from natural sciences. No significant gender differences were observed. However, concerns about overreliance on AI and ethical dilemmas emerged, highlighting the need for structured guidance. The study concludes that while AI can support critical thinking, effective integration requires AI literacy programs, reflective pedagogies, and clear institutional policies. Findings provide implications for policymakers, educators, and curriculum designers in Pakistan and contribute to global debates on responsible AI use in education.