DYNAMICS OF AI UTILIZATION ON THE DEVELOPMENT OF CRITICAL THINKING AMONG UNDERGRADUATES IN ANAMBRA STATE
Keywords:
Perception of Higher Education Teachers, AI Utilization, Critical Thinking.Abstract
The integration of artificial intelligence (AI) in Nigerian higher education has sparked significant
debate among educators regarding its effects on the development of critical thinking among
undergraduates. This descriptive survey study explored the perceptions of higher education teachers in
Anambra State, regarding the impact of AI on the development of critical thinking among
undergraduates. A total of 410 participants (233 males, 177 females) aged 28–60 years (mean age =
37.07, SD = 7.165) were conveniently sampled from four tertiary institutions. Data were collected
through physical surveys and Google Forms and analyzed using descriptive statistics (mean and
standard deviation), with a decision cut-off point of 2.5 on a 4-point Likert scale. Findings revealed
that lecturers perceive a dualistic impact of AI. They acknowledged significant benefits, viewing AI
as a valuable "cognitive partner" that strengthens analytical skills, provides diverse perspectives, and
reduces cognitive overload for higher-order thinking (Grand Mean = 2.82). However, they expressed
even stronger concerns about negative impacts (Grand Mean = 2.95), identifying the reduction of
intellectual struggle, uncritical acceptance of AI outputs, and the promotion of surface-level learning
as major risks. Key barriers to effective integration were identified as poor technological
infrastructure (Mean = 3.16) and resistance from traditional educators, while ethical concerns were
not considered a primary hindrance. To foster a balanced integration, lecturers strongly recommended
institutional ethical guidelines (Mean = 3.11), mandatory "critical AI literacy" courses, and a redesign
of assessments to measure AI-resistant skills. The study concludes that while AI holds promise, its
integration in the Anambra context requires a strategic, regulated, and pedagogically sound approach
to harness its benefits as a cognitive enhancer while decisively mitigating its threats to genuine critical
thought. Recommendations include infrastructural investment, comprehensive training, and policy
development.
