Transforming Critical and Creative Thinking through Generative Artificial Intelligence in Higher Education.

This study explores the application of Information and Communication Technology (ICT)tools in the teaching and learning of science at the secondary school level in Nepal.Quantitative and qualitative data wereGenerative Artificial Intelligence (GAI) is transforming higher education by providingtools that support the development of students’ critical and creative thinking. This studyanalyses its impact through a literature review and a quantitative survey cond uctedamong lecturers and students in Ecuador and Peru. A mixed-methods approach wasadopted, combining a systematic review of academic sources with the analysis ofstructured questionnaires.The findings indicate that GAI enhances learning personalisation , improves formativefeedback, and promotes learner autonomy. Students reported high levels of satisfactionwith AI-assisted tools, particularly in generating personalised materials and topicexplanations. Lecturers, while recognising the benefits of GAI in improving teachingefficiency and adapting content, also expressed concerns about student overreliance,data privacy, and the need for ethical regulation.The study concludes that the integration of GAI in higher education requires pedagogicalstrategies that maximise its benefits while addressing its limitations. It also highlightsthe importance of training educators to ensure the effective and responsible use of AItools. Further longitudinal research is recommended to assess the long-term effects ofGAI on critical thinking, academic integrity, and teaching practices.