In an increasingly interconnected and digitised world, artificial intelligence has established itself as a transformative tool in almost every field, from customer service to scientific research. Its ability to process vast amounts of data and generate content efficiently is undeniable. However, this same efficiency, if not handled with caution, can bring with it a number of challenges, especially in terms of developing our own cognitive capacities. The key question is not whether we should use it, but how to harness it to enhance our skills, rather than stunt our critical thinking.
In order to develop sound critical thinking in the AI age, we must first learn to not rely on it. In my school, before we were allowed to use a calculator, it was essential to master mental arithmetic. This foundation was crucial for understanding the underlying mathematical principles, developing mental agility and the ability to solve problems independently. Only after acquiring that fundamental skill did the calculator become a support tool, not a replacement for cognition. Similarly, AI should be our advanced calculator, not our artificial brain.
Risks of AI Over-Dependence
Over-confidence on AI dialogue systems, especially those with generative capabilities, can have a significant negative impact on our cognitive abilities. A recent study highlights how this over-reliance can diminish decision-making skills, critical thinking and analytical reasoning in students (Zhai et al., 2024). Ethical issues such as AI “hallucinations” (generation of false information), algorithmic bias, plagiarism and lack of transparency contribute to this dependence, reducing users’ ability to independently evaluate information. If we blindly accept what AI presents to us without adequate scrutiny, we risk internalising errors and biases, weakening our own capacity for discernment.
This eroding cognitive skills is not a new phenomenon, but has accelerated with technological expansion. Excessive reliance on technology in general, including AI, reduces opportunities for independent cognitive engagement (George et al., 2024). This manifests itself in a more superficial learning and a decline in creativity. Critical thinking and problem-solving skills suffer when people opt for automated solutions instead of engaging in complex analytical processes. To counteract this trend, it is crucial to encourage a conscious use of technology and educational strategies that prioritise active learning.
How to Develop Critical Thinking
The key to developing our critical thinking lies in a balanced and strategic approach. AI, when used correctly, can act as a cognitive partner to enhance and personalise learning and provide immediate feedback. However, it also carries the risk of the so-called “metacognitive laziness” by reducing self-regulated learning, i.e. the ability to set goals and develop one’s own strategies and to self-evaluate the process (Goyal, 2025).
UNESCO, in its guide for education policy makers, emphasises that AI can personalise learning and improve accessibility, but must always prioritise equity and inclusion (UNESCO, 2021). It is essential that policies address data privacy, algorithmic transparency and teacher training. The focus should be placed on human-centred AI that complements, rather than replaces, pedagogical practices and independent thinking.
To cultivate critical thinking, we need to design activities that challenge us to question and refine AI-generated answers. For example, instead of just copy-pasting an AI-generated text, we could use it as a starting point for analysis, proof and improvement. This means the following processes are necessary:
- Active verification: Do not assume that AI-generated information is accurate. Always verify data with reliable sources and cross-check with your own knowledge.
- Critical analysis: Assess AI logic and coherence in its responses. Are there any biases? Were any important points omitted?
- Rephrasing and contextualization: While AI may give us some ideas, it is important to rephrase and refine them in our own words, so that we add depth and nuance based on our own understanding and perspective.
- Assisted scaffolding for problem solving: Generative AI tools can be a valuable scaffold for complex tasks, helping us to structure ideas or initiate thought processes (Fan et al., 2025). However, the final resolution and validation must rely on us.
Developing critical thinking in the AI age is not a luxury, but a necessity. It is the skill that will allow us to navigate an ocean of information, discern truth from disinformation and make informed decisions in a constantly evolving world. As professionals, the ability to critically evaluate AI-proposed information and solutions will be what sets us apart, allows us to innovate responsibly and ensures that technology is a tool in the service of human intelligence, not the other way around.
References
Fan, L., Kim, J., Detrick, R., & Li, N. (2025). Developing students’ higher-order thinking skills with generative AI: Insights and strategies from a case study. ResearchGate. https://www.researchgate.net/profile/Jinhee-Kim-30/publication/389848323_Developing_Students’_Higher-Order_Thinking_Skills_With_Generative_AI_Insights_and_Strategies_From_a_Case_Study/links/67d87f9f7c5b5569dcc0360d/Developing-Students-Higher-Order-Thinking-Skills-With-Generative-AI-Insights-and-Strategies-From-a-Case-Study.pdf
George, A. S., Baskar, T., & Skrikaanth, P. B. (2024). The erosion of cognitive skills in the technological age: How reliance on technology impacts critical thinking, problem-solving, and creativity. Partners Universal Innovative Research Publication (PUIRP). https://puirp.com/index.php/research/article/download/63/55
Goyal, A. (2025). AI as a cognitive partner: A systematic review of the influence of AI on metacognition and self-reflection in critical thinking. International Journal of Innovative Science and Research Technology (IJISRT). https://eprint.ijisrt.org/id/eprint/159/1/IJISRT25MAR1427.pdf
UNESCO. (2021). AI and education: Guidance for policy makers. https://unesdoc.unesco.org/ark:/48223/pf0000376709/PDF/376709eng.pdf.multi
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Springer. https://link.springer.com/content/pdf/10.1186/s40561-024-00316-7.pdf
