Integrating critical thinking and artificial intelligence in higher education: A bibliometric and systematic review of skills and strategies

This study examines the academic landscape on integrating artificial intelligence and critical thinking in higher education, revealing conceptualizations, competencies required by students, challenges and recommended learning strategies. The study employs a bibliometric analysis approach combined with a systematic literature review as a qualitative approach. A total of 640 documents were retrieved from the Scopus database using the query: (“critical thinking” AND (“artificial intelligence” OR AI) AND (“higher education” OR university OR college)), accessed on July 10, 2025. The dataset was limited to 2023–2025, reflecting the period following the widespread adoption of ChatGPT and similar generative AI tools in academic contexts. From this, 290 documents were selected for bibliometric analysis, and 23 were in-depth synthesized based on established inclusion criteria. The findings reveal a growing consolidation of research on AI and critical thinking, driven by a small group of highly influential authors and concentrated in prominent interdisciplinary journals. Five thematic clusters were identified: pedagogical innovation, psychological dimensions, academic ethics, systemic integration, and AI-related literacies. Emerging research directions include personalized learning, digital literacy, engineering education, and ethical AI applications. Critical thinking is conceptualized as a purposeful, evaluative, and self-regulated process that must be preserved despite increasing reliance on AI tools. Key challenges include uncritical dependence on AI, digital literacy disparities, lack of system transparency, and institutional limitations. The study highlights the need for inclusive and adaptive instructional frameworks that integrate AI in ways that support critical thinking in diverse higher education settings.