ARTIFICIAL INTELLIGENCE AND THE DEVELOPMENT OF CRITICAL THINKING IN UNIVERSITY EDUCATION: A SYSTEMATIC REVIEW

Abstract

This research aimed to review the current scientific literature on the use of artificial intelligence to strengthen critical thinking in higher education, considering articles published between 2020 and 2025. A systematic review was conducted using the PRISMA methodology, analyzing twenty scientific articles obtained from specialized databases. The results showed that artificial intelligence is a tool with potential to strengthen critical thinking in university education. Among the main practices identified are personalized learning, the use of intelligent tutoring systems, content generation, automated feedback, optimized information retrieval, and the development of autonomous learning. These applications promote higher-order cognitive processes such as analysis, reflection, argumentation, and problem-solving. However, limitations were also identified related to technological dependence, the inappropriate use of AI for unethical academic practices, the decline of critical analysis, the risk of plagiarism, data privacy, and algorithmic biases. Furthermore, the main challenges for its implementation were related to artificial intelligence literacy, teacher and student training, the creation of ethical and regulatory frameworks, and the design of pedagogical strategies that allow AI to be integrated as a complementary tool without replacing human cognitive abilities.