SYSTEMATIC REVIEW: THE PEDAGOGICAL ROLE OF AI-BASED ADAPTIVE LEARNING IN DEVELOPING CRITICAL THINKING SKILLS AMONG ONLINE HIGH SCHOOL STUDENTS

AI-powered adaptive learning systems offer significant potential to transform the thinking processes of high school students in online learning environments. This study aims to evaluate the impact of implementing such technology on the critical thinking skills of high school students. A Systematic Literature Review (SLR) approach was adopted, adhering to the PRISMA 2020 guidelines. Fifty primary articles were selected from 1,240 identified records (spanning 2021–2026) through the rigorous application of inclusion and exclusion criteria. A synthesis of these articles reveals that analytical skills, evidence evaluation, and problem-solving capabilities can be enhanced by this technology, driven by dynamic learning pathways and real-time Socratic scaffolding. Visual analytics dashboards also support students' self-regulation and metacognitive awareness. However, excessive reliance on AI algorithms was found to diminish students' independent inferential acuity—a phenomenon known as "cognitive offloading." Students' critical thinking skills can only be optimally honed if adaptive AI systems are designed using an inquiry-based pedagogical approach and supported by teachers acting as reflective facilitators.