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Artificial Intelligence and the Decline of Critical Thinking: A Hidden Academic Crisis in Contemporary Education Systems.

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Title: Artificial Intelligence and the Decline of Critical Thinking: A Hidden Academic Crisis in Contemporary Education Systems.
Authors: Naz, Zarina1 zarina_nazsalim@yahoo.com, Baig, Hammad Muhammad2 hamadbaig@hotmail.com, Parveen, Sakeena3 sakeena.parveen1987@gmail.com
Source: Review of Education, Administration & Law (REAL). 2026, Vol. 9 Issue 1, p53-65. 13p.
Subject Terms: *Artificial intelligence, *Critical thinking, *Active learning, *Problem solving, *Instructional systems, *Cognition, *Inquiry-based learning
Abstract: This study investigated the impact of Artificial Intelligence (AI) on students' critical thinking, cognitive engagement, and strategies for balancing AI integration in contemporary education systems. A quantitative research design was employed, with a sample of 230 undergraduate and graduate students selected through convenience sampling from diverse academic disciplines. Data were collected using a structured questionnaire and analyzed using descriptive statistics, correlation analysis, multiple regression, and ANOVA tests. These findings showed that there was strong negative correlation between AI use and critical thinking (r = -0.482, p < 0.01), which suggests that overuse of AI tools can reduce critical thinking and reflective thinking. A further analysis of the results using multiple regression analysis showed that the use of AI had a negative effect on the engagement (b = -0.401, p < 0.001), whereas independent learning had a positive effect on engagement (b = 0.332, p < 0.001). The outcomes of the ANOVA analysis revealed that the strategies with the combination of AI and the active learning, inquiry-based, and problem-solving techniques were found to be much more effective at promoting the critical thinking process compared to the purely automated ones (F = 34.12, p < 0.001). The results highlight the dual nature of AI in the educational field: when applied in a strategic way, AI may improve the efficiency of learning, yet unregulated application is likely to impair the cognitive abilities of a higher level. The research indicates that teachers and policy makers should use AI in a responsible manner, facilitate self-directed learning, and introduce pedagogical approaches that would encourage cognitive processing and critical thinking. [ABSTRACT FROM AUTHOR]
Copyright of Review of Education, Administration & Law (REAL) is the property of SPCRD Global Publishing, SPCRD, Pakistan and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Artificial Intelligence and the Decline of Critical Thinking: A Hidden Academic Crisis in Contemporary Education Systems.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated the impact of Artificial Intelligence (AI) on students&#39; critical thinking, cognitive engagement, and strategies for balancing AI integration in contemporary education systems. A quantitative research design was employed, with a sample of 230 undergraduate and graduate students selected through convenience sampling from diverse academic disciplines. Data were collected using a structured questionnaire and analyzed using descriptive statistics, correlation analysis, multiple regression, and ANOVA tests. These findings showed that there was strong negative correlation between AI use and critical thinking (r = -0.482, p &lt; 0.01), which suggests that overuse of AI tools can reduce critical thinking and reflective thinking. A further analysis of the results using multiple regression analysis showed that the use of AI had a negative effect on the engagement (b = -0.401, p &lt; 0.001), whereas independent learning had a positive effect on engagement (b = 0.332, p &lt; 0.001). The outcomes of the ANOVA analysis revealed that the strategies with the combination of AI and the active learning, inquiry-based, and problem-solving techniques were found to be much more effective at promoting the critical thinking process compared to the purely automated ones (F = 34.12, p &lt; 0.001). The results highlight the dual nature of AI in the educational field: when applied in a strategic way, AI may improve the efficiency of learning, yet unregulated application is likely to impair the cognitive abilities of a higher level. The research indicates that teachers and policy makers should use AI in a responsible manner, facilitate self-directed learning, and introduce pedagogical approaches that would encourage cognitive processing and critical thinking. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: &lt;i&gt;Copyright of Review of Education, Administration &amp; Law (REAL) is the property of SPCRD Global Publishing, SPCRD, Pakistan and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.47067/real.v9i1.472
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 13
        StartPage: 53
    Subjects:
      – SubjectFull: Artificial intelligence
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Active learning
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Instructional systems
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Inquiry-based learning
        Type: general
    Titles:
      – TitleFull: Artificial Intelligence and the Decline of Critical Thinking: A Hidden Academic Crisis in Contemporary Education Systems.
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            NameFull: Naz, Zarina
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            NameFull: Baig, Hammad Muhammad
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            NameFull: Parveen, Sakeena
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          Dates:
            – D: 01
              M: 01
              Text: 2026
              Type: published
              Y: 2026
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              Value: 9
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            – TitleFull: Review of Education, Administration & Law (REAL)
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