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<p>GenAI is reshaping critical thinking in higher education, even as it blurs the distinction between authentic intellectual effort and AI-assisted performance and complicates the design of assessments and the interpretation of learning outcomes. However, the extent to which the theoretical, methodological, and empirical findings of existing studies support these assumptions remains unclear. Therefore, this integrated bibliometric and systematic review of 39 peer-reviewed studies published between 2022 and 2024 was conducted to examine the development of GenAI–critical thinking research over time and identify the bibliometric patterns, the theoretical frameworks guiding this work, the methodological approaches most commonly used, and the reported effects of GenAI on students’ critical thinking skills. Findings suggest that, even with the rapidly expanding research on ChatGPT and critical thinking as core keywords in the United States, China, and the United Kingdom, and a marked rise in publications in 2023, the conceptual and methodological clarity of the impact of GenAI on critical thinking remains wanting. Of the 39 articles, 17 (44%) use explicit theoretical frameworks, most often self-regulated learning, constructivist theory, or Bloom’s taxonomy, and the methodological approach is skewed toward qualitative methods, with limited generalizability of findings across studies. Additionally, the majority of the current research lacks a specific definition of critical thinking and fails to align with a consistent understanding of how GenAI supports or constrains critical thinking; structured and guided uses appear beneficial, whereas passive or unguided uses may encourage cognitive offloading, inhibit critical thinking, and reduce analytical engagement. Overall, relatively little is known about how GenAI impacts students’ critical thinking. Consequently, a critical thinking–GenAI model (CT-GenAI; PAEERA: Plan, Ask, Explore, Evaluate, Reflect,and Apply) is proposed to advance conceptual clarity and guide ethical AI classroom practice and future research.</p>

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Generative artificial intelligence impact on critical thinking in higher education: a comprehensive bibliometric analysis and systematic review

  • 期刊论文

  • 发表日期：

    2026年6月22日

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  • Nesma Ragab Nasr,
  • Chih-Hsiung Tu,
  • Laura Sujo-Montes,
  • Samaa Haniya,
  • Cherng-Jyh Yen,
  • Shahin Hossain

摘要

GenAI is reshaping critical thinking in higher education, even as it blurs the distinction between authentic intellectual effort and AI-assisted performance and complicates the design of assessments and the interpretation of learning outcomes. However, the extent to which the theoretical, methodological, and empirical findings of existing studies support these assumptions remains unclear. Therefore, this integrated bibliometric and systematic review of 39 peer-reviewed studies published between 2022 and 2024 was conducted to examine the development of GenAI–critical thinking research over time and identify the bibliometric patterns, the theoretical frameworks guiding this work, the methodological approaches most commonly used, and the reported effects of GenAI on students’ critical thinking skills. Findings suggest that, even with the rapidly expanding research on ChatGPT and critical thinking as core keywords in the United States, China, and the United Kingdom, and a marked rise in publications in 2023, the conceptual and methodological clarity of the impact of GenAI on critical thinking remains wanting. Of the 39 articles, 17 (44%) use explicit theoretical frameworks, most often self-regulated learning, constructivist theory, or Bloom’s taxonomy, and the methodological approach is skewed toward qualitative methods, with limited generalizability of findings across studies. Additionally, the majority of the current research lacks a specific definition of critical thinking and fails to align with a consistent understanding of how GenAI supports or constrains critical thinking; structured and guided uses appear beneficial, whereas passive or unguided uses may encourage cognitive offloading, inhibit critical thinking, and reduce analytical engagement. Overall, relatively little is known about how GenAI impacts students’ critical thinking. Consequently, a critical thinking–GenAI model (CT-GenAI; PAEERA: Plan, Ask, Explore, Evaluate, Reflect,and Apply) is proposed to advance conceptual clarity and guide ethical AI classroom practice and future research.