Integrating AI into educational methodologies to enhance critical thinking in university education: a systematic review
DOI:
https://doi.org/10.5281/zenodo.17096540Keywords:
higher education, AI, methodologies, critical thinkingAbstract
The increasing incorporation of artificial intelligence (AI) in university settings offers both opportunities and challenges for the development of critical thinking, a fundamental skill in higher education. This study aimed to analyze recent scientific evidence on the integration of AI into educational methodologies aimed at enhancing critical thinking in university contexts. To this end, a systematic review was conducted in the ERIC, Web of Science, and Scielo databases, using the following search terms: "AI and educational methodologies and critical thinking," "AI and education and critical thinking," and "AI and educational methodologies." Applying the PRISMA protocol, 781 records were identified (617 in ERIC, 156 in Web of Science, and 8 in Scielo). After eliminating duplicates and applying inclusion criteria such as publications in the last five years, full access, English or Spanish languages, and a focus on higher education, technology, and education, 26 studies were selected for the final analysis. The results revealed that the most widely used methodologies are project-based learning, AI-mediated collaborative learning, and automated feedback. It was evident that AI facilitates personalized learning, stimulates metacognitive processes, and fosters student autonomy. However, challenges related to ethics, system reliability, and teacher training persist. It is concluded that the pedagogically planned integration of AI can be a valuable resource for strengthening critical thinking in higher education.
Downloads
References
Abrams, S. (2024). (R)evolutions of thought: Artificial intelligence and education futures. Teachers College Record, 125(11-12), 41-48. https://doi.org/10.1177/01614681241230173
Aldulaijan, A., & Almalki, S. (2025). The impact of generative AI tools on postgraduate students’ learning experiences: New insights into usage patterns. Journal of Information Technology Education, 24, 1–29. https://doi.org/10.28945/5428
Alier, M., García-Peñalvo, F., & Camba, J. (2024). Generative artificial intelligence in education: From deceptive to disruptive. International Journal of Interactive Multimedia and Artificial Intelligence, 8(5), 5–14. https://doi.org/10.9781/ijimai.2024.02.011
Amofa, B., Kamudyariwa, X., Fernandes, F., Osobajo, O., Jeremiah, F., & Oke, A. (2025). Navigating the complexity of generative artificial intelligence in higher education: A systematic literature review. Education Sciences, 15(7), 826. https://doi.org/10.3390/educsci15070826
Arango, R., Lovato, A., Ortega, E., & Fontán, L. (2024). Philosophical, ethical and pedagogical implications of the use of artificial intelligence in education. Digital Education Review, 45, 29–37. https://doi.org/10.1344/der.2024.45.29-36
Blay, B., & Espartinez, A. (2024). Improving digital learning in higher education: Students’ perspectives on design thinking using Q-methodology. Journal of Technology Education, 35(2), 23–52. https://doi.org/10.21061/jte.v35i2.a.3
Butson, R., & Spronken-Smith, R. (2024). AI and its implications for research in higher education: A critical dialogue. Higher Education Research & Development, 43(3), 563–577. https://doi.org/10.1080/07294360.2023.2280200
Castillejos, B. (2022). Inteligencia artificial y los entornos personales de aprendizaje: Atentos al uso adecuado de los recursos tecnológicos de los estudiantes universitarios. Educación, 31(60), 9–24. https://doi.org/10.18800/educacion.202201.001
Chadha, A. (2024). Transforming higher education for the digital age: Examining emerging technologies and pedagogical innovations. Journal of Interdisciplinary Studies in Education, 13(S1). https://doi.org/10.32674/em2qsn46
Damiano, A., Lauría, E., Sarmiento, C., & Zhao, N. (2024). Early perceptions of teaching and learning using generative AI in higher education. Journal of Educational Technology Systems, 52(3), 346–375. https://doi.org/10.1177/00472395241233290
Farrelly, T., & Baker, N. (2023). Generative artificial intelligence: Implications and considerations for higher education practice. Education Sciences, 13(11), 1109. https://doi.org/10.3390/educsci13111109
Fakour, H., & Imani, M. (2025). Socratic wisdom in the age of AI: A comparative study of ChatGPT and human tutors in enhancing critical thinking skills. Frontiers, 10, 1–12. https://doi.org/10.3389/feduc.2025.1528603
García Pérez, A. C. (2024). Educar en la era de la inteligencia artificial: Reflexiones y desafíos para los docentes. Claridades. Revista de Filosofía, 16(2), 233–243. https://doi.org/10.24310/crf.16.2.2024.19608
Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57, 542–570. https://doi.org/10.1111/ejed.1253
Ilić, M., Păun, D., Popović, N., Hadžić, A., & Jianu, A. (2021). Needs and performance analysis for changes in higher education and implementation of artificial intelligence, machine learning, and extended reality. Education Sciences, 11(10), 568. https://doi.org/10.3390/educsci11100568
Jose, J., & Jayaron, J. (2024). Educators’ academic insights on artificial intelligence: Challenges and opportunities. The Electronic Journal of e-Learning, 59–77. https://doi.org/10.34190/ejel.21.5.3272
Karanjakwut, C., & Charunsri, K. (2025). Transforming AI chatbots for a brainstorming teaching technique of process writing. Malaysian Online Journal of Educational Technology, 13(1), 1–18. http://dx.doi.org/10.52380/mojet.2025.13.1.559
Mateo, M., & Fernández, P. (2024). Towards improved teaching of questioning: Lessons from AI in cases of communicative misunderstandings. Lenguaje y Textos, 58, 61–74. https://doi.org/10.4995/lyt.2024.20764
Melisa, R., Ashadi, A., Triastuti, A., Hidayati, S., Salido, A., Ero, P., Marlini, C., Zefrin, & Fuad, Z. (2025). Critical thinking in the age of AI: A systematic review of AI's effects on higher education. Educational Process, 14. https://doi.org/10.22521/edupij.2025.14.31
Neumann, A., Yin, Y., Sowe, S., Decker, S., & Jarke, M. (2025). An LLM-driven chatbot in higher education for databases and information systems. IEEE Transactions on Education, 68(1), 103–116. https://doi.org/10.1109/TE.2024.3467912
Nguyen, D. (2025). Project-based learning (PJBL) as an experiential pedagogical methodology in interdisciplinary education: A review of the literature. International Journal of Education in Mathematics, Science, and Technology, 13(4), 1016–1039. https://doi.org/10.46328/ijemst.4869
Noroozi, O., Soleimani, S., Farrokhnia, M., & Banihashem, S. K. (2024). Generative AI in education: Pedagogical, theoretical, and methodological perspectives. International Journal of Technology in Education, 7(3), 373–385. https://doi.org/10.46328/ijte.845
Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 6(3), 355–366. https://doi.org/10.1177/20965311231168423
Thompson, K., Corrin, L., & Lodge, J. (2023). AI in tertiary education: Progress on research and practice. Australasian Journal of Educational Technology, 39(5), 1–7. https://doi.org/10.14742/ajet.925
Trikoili, A., Georgiou, D., Pappa, C. I., & Pittich, D. (2025). Critical thinking assessment in higher education: A mixed-methods comparative analysis of AI and human evaluator. International Journal of Human–Computer Interaction. https://doi.org/10.1080/10447318.2025.2499164
Walter, Y. (2024). Embracing the future of artificial intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21, 15. https://doi.org/10.1186/s41239-024-00448-3
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
