Harnessing Artificial Intelligence to Foster Critical Thinking in Zimbabwean Tertiary Education

Abstract

Artificial intelligence (AI) is reshaping educational strategies worldwide, with growing interest in its potential to cultivate critical thinking among students. Yet, limited research explores this within African higher education contexts. This study investigated how tertiary educators in three Zimbabwean institutions understand and implement AI tools to enhance critical thinking. Rooted in the interpretivist paradigm, the study employed qualitative methods, including semi-structured interviews and open-ended surveys, to capture educators’ perceptions, strategies, and the challenges they encounter. Thematic analysis revealed that AI's effect on student thinking in Zimbabwean universities depends entirely on how lecturers use it. The critical thinking aspect emerged when lecturers required students to critique the ideas that they obtained through AI. Findings indicate that students were encouraged to compare AI outputs with credible sources, forcing them to evaluate authority, accuracy, and bias. Some lecturers failed to guide students on how to utilize AI effectively. Students without clear structure developed a complicated reliance on AI by failing to think for themselves. Lecturers observed a necessary shift in their own teaching and the students' cognitive roles. Most of them suggested that since AI is responsible for basic summarisation and information retrieval, classroom discussions could focus on application, analysis, and creation as indicated in the higher levels of Bloom's Taxonomy. Participants proposed capacity-building, contextualised digital content, and institutional support as key enablers. These findings highlight the promise of AI in advancing critical thinking but call for targeted interventions to realise its full potential. The study contributes valuable insights for policymakers, educators, and curriculum designers aiming to integrate AI in meaningful and sustainable ways.