INVESTIGATING THE IMPACT OF CHATGPT USE ON STUDENTS’ CRITICAL THINKING SKILLS

Abstract

The burgeoning application of artificial intelligence (AI) tools within educational settings, particularly with the advent of ChatGPT, has generated significant interest in understanding their impact on students’ critical thinking skills. The purpose of this study was to examine the relationship between the use of ChatGPT and students’ critical thinking skills at a single higher education institution (HEI) in Kazakhstan. In pursuit of the purpose, a quasi-experimental design was employed. The experimental group received training on effective ChatGPT use compared with the control group. The sample included 52 undergraduate students from different disciplines. Data was collected from a pre-and post-intervention assessment of critical thinking using the Cornell Class-Reasoning Test Form X (CCT-X) and a survey to assess student engagement in ChatGPT. The findings reveal an initial negative correlation between ChatGPT usage and critical thinking skills, which shifts to improving critical thinking scores following the targeted instructional intervention. This suggests that while ChatGPT holds potential as a learning tool, its benefits can be maximized when coupled with structured guidance, responsible usage, and educator oversight to mitigate risks associated with academic integrity and developing critical thinking skills. Additionally, the study uncovers high ChatGPT usage among students, with diverse views on its impact. While some perceive benefits in supporting academic work, concerns exist regarding over-reliance, plagiarism, content accuracy, and its influence on self-driven research motivation. This research contributes to the discussion on AI in education by providing empirical evidence on ChatGPT’s influence and calls for a holistic approach to AI integration, emphasizing digital literacy, ethical use, and strategies to maximize learning benefits while safeguarding critical thinking development.