Impact of generative artificial intelligence on critical thinking in higher education: A systematic review of empirical studies (2021-2026)
Josefina Ginesta Martínez – Catholic University of Valencia San Vicente Mártir - ORCID: 0009-0009-1780-3102
Sara Cebrián Cifuentes– Catholic University of Valencia San Vicente Mártir - ORCID: 0000-0002-2120-8113
Abstract
This study analyses the impact of Generative Artificial Intelligence (GAI) on critical thinking in higher education through a bibliometric and systematic review of 12 empirical studies published between 2021 and 2026. Following PRISMA 2020 guidelines. The findings reveal an ambivalent impact: while GAI can support analysis, evaluation, and inference when integrated into active methodologies with student self-regulation, its uncritical use risks promoting superficial learning. Algorithmic literacy and process-centered task design are identified as essential variables for positive cognitive outcomes. Additionally, the research notes current limitations in the field, including a scarcity of longitudinal studies and the heterogeneity of assessment instruments. In conclusion, the study advocates for the development of educational models that integrate GAI through critical and ethical perspectives to foster autonomous thinking in university students.
Keyword: Generative Artificial Intelligence (GAI)
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