Enhancing Critical Thinking with Gen AI: A Literature Review

Agci Hikmawati; Nhelbourne K. Mohammad

doi:10.56741/bei.v4i01.764

Authors

Agci Hikmawati Universitas Muhammadiyah Bangka Belitung https://orcid.org/0000-0002-5509-3668
Nhelbourne K. Mohammad
nk.mohammad@wpu.edu.ph
Western Philippines University https://orcid.org/0000-0003-3318-7791

DOI:

https://doi.org/10.56741/bei.v4i01.764

Keywords:

21st-Century Skills, AI-Driven Pedagogy, AI in Education, Critical Thinking Skills, Generative Artificial Intelligence (Gen AI), Human-AI Collaboration

Abstract

The emergence of generative artificial intelligence (Gen AI) has sparked transformative changes across educational landscapes, with critical thinking emerging as a central skill enhanced by these technologies. This literature review explores the adoption and application of Gen AI tools, such as ChatGPT and AI-enhanced systems, in fostering critical thinking skills within higher education. Synthesizing recent research, the review examines the role of AI in collaborative learning, academic writing, and innovative pedagogical approaches, highlighting its ability to support soft skills development, enhance peer-based learning frameworks, and redefine assessment practices. Using a thematic analysis approach, this study categorizes findings into critical areas, including the role of Gen AI in developing cognitive skills, its collaborative potential, and its integration into future-ready educational frameworks. While these tools offer unprecedented opportunities for creativity, accessibility, and engagement, they also present challenges, including bias, ethical considerations, and reliance on AI-generated outputs. The review concludes by outlining future research directions, emphasizing the need for stakeholder-driven frameworks to fully leverage Gen AI’s potential while safeguarding its responsible use in educational contexts. This study underscores the transformative potential of Gen AI in nurturing 21st-century critical thinking skills and calls for continued interdisciplinary inquiry to navigate its complex implications.

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Author Biographies

Agci Hikmawati, Universitas Muhammadiyah Bangka Belitung

is a lecturer in the English Education Study Program at Universitas Muhammadiyah Bangka Belitung, Indonesia. In addition to her teaching role, she is actively engaged in research and academic publications, contributing to national and international journals and conference proceedings. She is also involved in community service initiatives, aiming to enhance the quality of English education and teaching methodologies in various communities. Through her dedication to academics and research, she strives to make a meaningful impact in the field of language education. (email: agci.hikmawati@unmuhbabel.ac.id).

Nhelbourne K. Mohammad, Western Philippines University

is an educator and researcher specializing in global educational systems, Islamic studies, and social sciences. He is a permanent faculty member at Western Philippines University (WPU), Palawan, and serves as the Director of the Office for Cultural Inclusivity, promoting diversity and cultural understanding for minority and indigenous communities. He holds a PhD in Comparative Education from Shaanxi Normal University, China, and a Doctorate in Islamic Studies from Universitas Muhammadiyah Malang, Indonesia. With extensive teaching experience in various institutions, he has also published research indexed in Scopus and Web of Science and frequently speaks at international conferences. (email: nk.mohammad@wpu.edu.ph).

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