THE RELATIONSHIP BETWEEN THE USE OF ARTIFICIAL INTELLIGENCE AND STUDENTS' CRITICAL THINKING AND ACADEMIC AUTONOMY

This article analyzes the relationship between the use of artificial intelligence technologies and critical thinking, independent learning, cognitive engagement, and academic autonomy among higher education students from a psychological and pedagogical perspective. The rapid integration of generative artificial intelligence tools into education is transforming the ways students search for, process, and analyze information, complete academic assignments, and make decisions. On the one hand, artificial intelligence expands opportunities for personalized learning, immediate feedback, explanations of complex information, and independent inquiry. On the other hand, excessive reliance on these tools may pose risks associated with reduced cognitive effort, dependence on ready-made answers, and diminished independent analytical activity. The article examines the interrelationships among cognitive offloading, metacognitive monitoring, self-regulated learning, and academic autonomy. Drawing on existing scientific research, it also distinguishes constructive and detrimental patterns of AI use and develops psychological and pedagogical recommendations aimed at fostering students’ critical thinking.