A systematic literature review of 173 international studies has revealed that generative artificial intelligence (GenAI) exerts a "dual effect" on students' critical thinking and problem-solving abilities. The research, conducted by researchers from Czech universities and led by Hilde Storrøsæter of NTNU, suggests that the technology can act as both a catalyst for learning and a barrier to independent thought.
AI in Education: Generative AI Shows Dual Impact on Critical Thinking and Problem-Solving
The findings indicate that AI tools support essential cognitive skills when used to challenge existing views, ask questions, and build reasoning. However, when used as a shortcut to ready-made answers, the technology increases the risk of overdependence, superficial thinking, and weakened independent problem-solving.
The review highlights significant research gaps, noting that 80% of the studies analyzed in the review involved university or college students. This leaves the cognitive effects on younger school children—who are still developing how they process and evaluate information—largely unknown. Researchers warned that the consequences for younger pupils could differ significantly from those for adults if AI intervenes before critical thinking skills are fully established.
The study also identified a geographical imbalance in research, with a high concentration of studies from South, Southeast, and East Asia, while Africa, South America, and Central Asia remain underrepresented. To address these challenges, the researchers emphasized the importance of teacher education and the need to cultivate AI literacy, focusing on the ability to critically engage with AI-generated content rather than mere technical proficiency.