GENERATIVE ARTIFICIAL INTELLIGENCE AND CRITICAL THINKING: WHAT ARE THE CONDITIONS FOR RESPONSIBLE APPROPRIATION BY STUDENTS?

Abstract

This study investigates the relationship between students’ appropriation of generative artificial intelligence technologies and the contribution of these tools to the development of their critical thinking skills. To examine this relationship, a questionnaire was administered to 200 students at the University of Ouargla. The analysis of the collected data revealed extensive use of these technologies, including the preparation of academic reports, idea generation, summarization of instructional materials, documentary research, and linguistic translation. Despite this diversity of uses, notable differences emerged regarding students’ levels of proficiency with these tools. Most respondents reported being aware of the risks associated with potential errors and biases, which led them to verify the information produced and to adopt critical stances toward the generated content. Overall, the study suggests that generative AI can serve as an effective tool for enhancing critical thinking, provided it is used in a guided manner. Such use strengthens analytical capacity and reflective thinking, contributing to the development of self-directed learning skills and to the formation of a generation of students equipped with strong critical and analytical abilities. In conclusion, the findings highlight the importance of providing students with methodological and ethical training, increasing awareness of the limitations of these technologies, and establishing clear institutional policies defining their conditions of use.