The Role of Artificial Intelligence in Enhancing Critical Thinking in Education : A Systematic Literature Review

Rahmat Alvin Tarwanto, Yudianto Sujana, Nurcahya Pradana Taufik Prakisya

Abstract

The emergence of generative AI, particularly language models like ChatGPT, has revolutionized educational practices by enhancing lesson planning and fostering critical thinking. This systematic literature review investigates the application of generative AI in creating effective lesson plans and its broader role in improving the educational process. By synthesizing findings from multiple studies, this research highlights AI's ability to personalize learning, provide adaptive feedback, and simulate real-world scenarios, which collectively promote analytical and reflective thinking among students. Additionally, the integration of ethical considerations in AI-supported education fosters responsible use and critical evaluation of AI systems. Despite its potential, challenges such as ethical dilemmas, dependency on technology, and algorithmic biases remain significant. This study underscores the transformative role of generative AI in modern education, offering practical insights and recommendations for integrating AI tools effectively. The findings contribute to understanding AI's impact on pedagogy, student engagement, and the development of higher-order thinking skills, emphasizing the importance of a balanced approach that aligns AI capabilities with human.

Keywords

Artificial Intelligence; Critical Thinking; Educational Technology; Generative AI

Full Text:

PDF

References

Bunt, B., & Gouws, G. (2020). Using an artificial life simulation to enhance reflective critical thinking among student teachers. Smart Learning Environments, 7(1), 12. https://doi.org/10.1186/s40561-020-00119-6

Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8

Ekowijayanto, M., & Ulvia, A. L. (2025). Impact of ChatGPT on students’ learning strategies and critical thinking development. Journal of Innovation in Educational and Cultural Research, 6(4), 755–765. https://doi.org/10.46843/jiecr.v6i4.2400

Kexin, L., Yi, Q., Xiaoou, S., & Yan, L. (2020). Future education trend learned from the Covid-19 pandemic: Take "Artificial Intelligence" online course as an example. 2020 International Conference on Artificial Intelligence and Education (ICAIE), 108–111. https://doi.org/10.1109/ICAIE50891.2020.00032

Lo, C. K., Hew, K. F., & Jong, M. S. (2024). The influence of ChatGPT on student engagement: A systematic review and future research agenda. Computers & Education, 219, 105100. https://doi.org/10.1016/j.compedu.2024.105100

Mahdi, H. S., & Sahari, Y. M. (2024). Exploring the relationship between critical thinking, attitude, and anxiety in shaping the adoption of artificial intelligence in translation among Saudi translators. Journal of Pedagogical Research, 8(2), 81–94. https://doi.org/10.33902/JPR.202423345

Murtiningsih, S., Sujito, A., & Khin Soe, K. (2024). Challenges of using ChatGPT in education: A digital pedagogy analysis. International Journal of Evaluation and Research in Education (IJERE), 13(5), 3466–3475. https://doi.org/10.11591/ijere.v13i5.29467

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

Pan, Q., Zhou, J., Yang, D., Shi, D., Wang, D., Chen, X., & Liu, J. (2023). Mapping knowledge domain analysis in deep learning research of global education. Sustainability, 15(4), 3097. https://doi.org/10.3390/su15043097

Rusandi, M. A., Ahman, Saripah, I., Khairun, D. Y., & Mutmainnah. (2023). No worries with ChatGPT: Building bridges between artificial intelligence and education with critical thinking soft skills. Journal of Public Health, 45(3), e602–e603. https://doi.org/10.1093/pubmed/fdad049

Salido, A., Syarif, I., Sitepu, M. S., Suparjan, Wana, P. R., Taufika, R., & Melisa, R. (2025). Integrating critical thinking and artificial intelligence in higher education: A bibliometric and systematic review of skills and strategies. Social Sciences & Humanities Open, 12, 101924. https://doi.org/10.1016/j.ssaho.2025.101924

Sallam, M. (2023). ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887

Sayed, W. S., Noeman, A. M., Abdellatif, A., Abdelrazek, M., Badawy, M. G., Hamed, A., & El-Tantawy, S. (2023). AI-based adaptive personalized content presentation and exercises navigation for an effective and engaging E-learning platform. Multimedia Tools and Applications, 82(3), 3303–3333. https://doi.org/10.1007/s11042-022-13076-8

Schroeder, K. T., Hubertz, M., Van Campenhout, R., & Johnson, B. G. (2022). Teaching and learning with AI-generated courseware: Lessons from the classroom. Online Learning, 26(3), 73–87. https://doi.org/10.24059/olj.v26i3.3370

Suriano, R., Plebe, A., Acciai, A., & Fabio, R. A. (2025). Student interaction with ChatGPT can promote complex critical thinking skills. Learning and Instruction, 95, 102011. https://doi.org/10.1016/j.learninstruc.2024.102011

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x

Vallis, C., Wilson, S., Gozman, D., & Buchanan, J. (2024). Student perceptions of AI-generated avatars in teaching business ethics: We might not be impressed. Postdigital Science and Education, 6(2), 537–555. https://doi.org/10.1007/s42438-023-00407-7

van den Berg, G., & du Plessis, E. (2023). ChatGPT and Generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), 998. https://doi.org/10.3390/educsci13100998

Wang, J., & Fan, W. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: Insights from a meta-analysis. Humanities and Social Sciences Communications, 12(1), 621. https://doi.org/10.1057/s41599-025-04787-y

Williams, R., Ali, S., Devasia, N., DiPaola, D., Hong, J., Kaputsos, S. P., Jordan, B., & Breazeal, C. (2023). AI + ethics curricula for middle school youth: Lessons learned from three project-based curricula. International Journal of Artificial Intelligence in Education, 33(2), 325–383. https://doi.org/10.1007/s40593-022-00298-y

Yusuf, A., Bello, S., Pervin, N., & Tukur, A. K. (2024). Implementing a proposed framework for enhancing critical thinking skills in synthesizing AI-generated texts. Thinking Skills and Creativity, 53, 101619. https://doi.org/10.1016/j.tsc.2024.101619

DOI: https://doi.org/10.20961/ijie.v9i2.103868