Artificial Intelligence and Critical Thinking in University Students

Abstract

The aim of this study was to explore Critical Thinking (CT) skills in university students and the Artificial Intelligence (AI) terms they report being familiar with. A three-part instrument was applied: analysis variables, a scale to assess Critical Thinking (Castellanos, 2019), and another for Artificial Intelligence, developed by the authors. A total of 236 students from various public and private universities located in Choluteca, Honduras, participated. The findings on CT reveal skills in critical judgment, such as questioning information, but a low level of argumentation based on statistical or scientific evidence. While students report a general understanding of AI, they do not demonstrate in-depth knowledge of its components or evolution. However, some skills were identified in the use of AI tools, such as writing academic papers and employing automated assistants, among others. The study concludes that the surveyed population is not unfamiliar with AI, and that critical judgment should be strengthened throughout the educational process, starting from secondary school to university.