Artificial Intelligence (AI) Usage and Critical Thinking Skills of Second Year BSED-English Students

This study examined the relationship between artificial intelligence (AI) usage and critical thinking skills among second-year BSED-English students. Utilizing a descriptive-correlational research design, data were collected from 89 respondents selected through Raosoft sampling. Statistical analysis revealed a moderate positive correlation between AI usage and critical thinking skills, suggesting that students who frequently engage with AI tend to exhibit stronger cognitive abilities. However, findings indicate that while AI is frequently used for basic academic tasks due to its accessibility, its potential to support deeper understanding remains underutilized, highlighting the need for more guided and meaningful integration in learning. Given these findings, educators should encourage proactive AI usage, integrate AI-driven formative assessments, and provide digital literacy training. Academic institutions should improve AI accessibility and develop AI literacy programs that emphasize cognitive skill development. Future research should explore AI tools that enhance students’ ability to comprehend complex texts, recognize relationships between ideas, and modify written structures. Optimizing AI integration in education may enhance cognitive development and learning experiences.