Impact of Artificial Intelligence on Undergraduate Students’ Independent Reasoning and Critical Thinking in Ekiti State, Nigeria

Abstract

This study examines the impact of Artificial Intelligence (AI) tools on undergraduate students’ independent reasoning and critical thinking in Ekiti State, Nigeria. A mixed-methods, cross-sectional design was adopted, involving 600 undergraduate students and 30 lecturers across selected universities. Data were collected through structured questionnaires and in-depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined thematically. The findings reveal that AI tools are moderately but widely used by students for academic purposes, particularly in writing, idea generation, and organization of research tasks. While students perceive AI as beneficial in improving efficiency and academic output, a significant proportion reported that AI use discourages independent idea generation and reduces the development of original perspectives. Verification practices were inconsistent, and students expressed mixed views regarding the need for institutional policies. However, there was strong support for integrating critical thinking and AI literacy into academic curricula. The study concludes that AI serves as a valuable academic support tool but poses risks to independent reasoning when used uncritically. It recommends the development of institutional policies, integration of AI literacy into curricula, and promotion of critical thinking skills to ensure responsible AI use in higher education.