Evaluation of University Students’ Critical Thinking When Confronted with AI-Generated Responses: An Approach to Developing Reflective Education

Abstract

The advancement of artificial intelligence (AI) is profoundly transforming the methods of constructing, transmitting, and assimilating knowledge, particularly in academic contexts. Through generative language models such as OpenAI's ChatGPT and Google's Gemini, among others, precise and contextualized responses are generated, enabling students to actively explore concepts and ideas. The integration of these tools represents a balancing act: leveraging their potential to optimize academic efficiency and learning while simultaneously fostering the development of critical and autonomous thinking. This study examines how two prominent Mexican institutions, the National Autonomous University of Mexico (UNAM) and the Autonomous University of Sinaloa (UAS), promote the evaluation of critical competencies among students in scientific and administrative fields. Using a mixed-method approach that combines quantitative and qualitative analysis, the research investigates how students validate, interpret, and use AI-generated responses, as well as the cognitive factors influencing these processes. The findings indicate that with proper guidance and training, AI significantly contributes to developing critical thinking, with reflection, information verification, and innovation serving as fundamental pillars. The paper proposes strategies to strengthen digital and critical competencies at the university level, fostering an ecosystem where artificial intelligence enhances intellectual freedom and pedagogical innovation.