The Effect of Generative AI-Supported Learning on Students’ Epistemic Confidence: Examining the Role of Critical Thinking Disposition

The increasing use of Generative Artificial Intelligence (AI) in higher education has created new opportunities for academic learning while raising questions about students' confidence in evaluating and understanding knowledge. This study examines the effect of Generative AI-supported learning on students' epistemic confidence and investigates the moderating role of critical thinking disposition among university students in Pakistan. A quantitative, cross-sectional research design was employed, and primary data were obtained from 335 undergraduate and postgraduate students with experience of using Generative AI tools, including ChatGPT, Google Gemini, and Microsoft Copilot, for academic purposes. Data were collected through a structured, self-administered questionnaire distributed using Google Forms and a convenience sampling technique. The collected responses were analyzed using descriptive statistics, Cronbach's Alpha, Pearson correlation, multiple linear regression, and Hayes' PROCESS Macro Model 1 with 5,000 bootstrap samples. The proposed results indicate a positive and significant relationship between Generative AI-supported learning and students' epistemic confidence (r = 0.624, p < 0.01). Multiple regression analysis suggests that Generative AI-supported learning (β = 0.421, p < 0.001) and critical thinking disposition (β = 0.341, p < 0.001) jointly explain 47.7% of the variance in students' epistemic confidence (R² = 0.477). Furthermore, moderation analysis indicates a positive interaction between Generative AI-supported learning and critical thinking disposition (B = 0.158, p < 0.001), suggesting that critical thinking disposition strengthens the relationship between AI-supported learning and epistemic confidence. The study highlights the importance of integrating Generative AI tools with critical thinking practices to promote informed academic judgments, responsible technology use, and meaningful learning experiences in higher education. It further emphasizes that students should evaluate and verify AI-generated information rather than accept it without critical examination. The findings may guide educators and universities in developing effective AI literacy strategies that support independent thinking and evidence-based learning. This research also contributes to educational psychology by extending understanding of how students' critical thinking disposition may shape their confidence in academic knowledge when using emerging AI technologies.