Effects of generative artificial intelligence on critical thinking and self-regulated learning in higher education
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The rapid expansion of generative artificial intelligence in Latin American higher education has transformed information-seeking, writing, and problem-solving practices, although uncertainty remains regarding its effects on students’ cognitive autonomy. This study aimed to analyze the relationship between the academic use of these tools and critical thinking and self-regulated learning in higher education. A qualitative, documentary, non-experimental, and cross-sectional study was conducted using publications from 2021 to 2025 retrieved from academic databases and examined through reflexive thematic analysis. The results showed widespread adoption, mainly focused on idea generation, information search, summarization, and writing. Active and pedagogically structured use was associated with stronger processes of exploration, analysis, integration, cognitive engagement, and self-efficacy. In contrast, technological dependence was associated with lower critical depth, cognitive fatigue, and a partial self-regulatory pattern centered on task execution and immediate monitoring, with less emphasis on planning, goal setting, and subsequent reflection. These findings indicate that the effects depend not only on frequency of use but also on purpose, pedagogical mediation, and the level of cognitive participation. It is concluded that responsible integration requires preserving verification, metacognitive reflection, and students’ intellectual agency.
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