Use of Artificial Intelligence Tools, Critical Thinking, Problem-Solving Skills, and Academic Performance in University Students

Abstract

The integration of Artificial Intelligence (AI) tools has reshaped higher education by offering adaptive and personalized learning experiences. With applications such as intelligent tutoring systems, adaptive platforms, and generative tools like ChatGPT and Grammarly, university students increasingly rely on AI to support academic tasks. While global studies highlight AI’s potential in enhancing critical thinking, problem-solving, and academic performance, evidence from Pakistan remains limited. This study examined the relationship between AI tool usage, critical thinking, problem-solving skills, and academic performance among 250 university students in Sialkot through a quantitative correlational design. Using standardized instruments, findings revealed a significant positive relationship between the use of AI tools and student’s critical thinking and problem-solving skills. Moreover, AI usage showed a notable impact on academic performance, highlighting its role as a supportive learning resource. Age and gender based variations indicating demographic influences were examined but revealed no significant differences in outcomes. The study provides context-specific insights into AI’s role in Pakistani higher education, emphasizing opportunities for improved learning alongside the need for responsible integration to sustain independent cognitive development.