Impact of Generative Artificial Intelligence (ChatGPT) on Students’ Critical Thinking Skills and Academic Integrity in Higher Education

Abstract

Generative Artificial Intelligence (AI) tools, such as ChatGPT, are increasingly integrated into higher education. While these tools offer convenience and learning support, concerns exist regarding their impact on students’ critical thinking skills and academic integrity. This study investigates the influence of ChatGPT usage on university students’ cognitive and ethical outcomes, focusing on critical thinking and adherence to academic integrity. A quantitative research design was employed, surveying 250 undergraduate and postgraduate students. Data were collected using a structured Likert-scale questionnaire covering ChatGPT usage, critical thinking, and academic integrity. Reliability was confirmed via Cronbach’s alpha, and analyses included descriptive statistics, correlation, regression, and comparative analyses using SPSS and R software. Findings indicate that most students engage moderately with ChatGPT. Critical thinking skills were moderately developed, whereas academic integrity remained high overall. Regression analysis revealed a significant negative relationship between ChatGPT usage and both critical thinking (β = -0.32) and academic integrity (β = -0.28). Comparative analyses showed no significant differences across gender or academic level. While ChatGPT can enhance learning efficiency, excessive reliance may adversely affect cognitive and ethical outcomes. Educators and institutions should implement structured guidelines, AI literacy programs, and pedagogical strategies to promote responsible usage.