Generative artificial intelligence in the development of critical thinking in secondary school students
https://orcid.org/0000-0003-4374-2744
The general objective of this study was to analyze the influence of generative artificial intelligence on the development of critical thinking among secondary school students in Cartagena de Indias. A quantitative approach with a correlational and explanatory scope was adopted, utilizing a sample of fifty (50) secondary school students. The findings reveal a strong positive trend (0.645), demonstrating a strong positive correlation between the use of generative artificial intelligence and the development of critical thinking among these students. Additionally, a weak positive correlation (0.406) was found between the use of generative AI and the procedural dimension, while a positive correlation (0.653) was observed between generative AI use and the efficiency dimension. Finally, a strong positive correlation (0.560) was identified between the use of generative AI and the relevance dimension of critical thinking among secondary school students in Cartagena de Indias. The research conclusions demonstrate that generative artificial intelligence does not replace the intellectual effort of secondary school students in Cartagena de Indias; rather, it serves as an effective pedagogical tool to enhance their critical thinking. It is recommended that AI be introduced into classrooms purposefully and integrated strategically into daily academic life.
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