AI ABUSE BREAKS THE STRONG BELIEF IN THE POWER OF CRITICAL THINKING: THE PHENOMENON AMONG UNIVERSITY STUDENTS IN ACADEMIC WRITING

Abstract

This study investigates the impact of artificial intelligence (AI) on students’ critical thinking and ethical awareness in academic writing through a Systematic Literature Review (SLR). The rapid adoption of AI tools such as ChatGPT, Grammarly, and Quillbot has significantly transformed writing practices in higher education. While AI enhances efficiency, organization, and language accuracy, it also introduces serious concerns regarding overreliance, reduced cognitive engagement, and academic dishonesty. A total of selected studies published between 2023 and 2025 were systematically reviewed and analyzed using a theory-driven approach, incorporating Critical Thinking Theory, Cognitive Load Theory, and Bloom’s Taxonomy. The findings reveal a paradoxical impact: AI facilitates writing performance but simultaneously weakens higher-order thinking skills, including analysis, evaluation, and synthesis. Furthermore, ethical challenges such as plagiarism, lack of originality, and data privacy risks emerge as significant issues. This study concludes that AI abuse contributes to diminishing students’ belief in their own critical thinking abilities. Therefore, higher education institutions must establish clear guidelines, promote AI literacy, and redesign assessment practices to ensure responsible AI integration.