De la respuesta de la IA al juicio propio: pensamiento crítico y autonomía del estudiante

Authors

Juan de Jesús Alvarado Ortiz
Oralia Mercedes Moguel Morales
Francisco Jesús Vieyra González
Onelia Hernández Torres

Abstract

Introduction: The growing integration of generative artificial intelligence into higher education has transformed the way students access, process, and produce information, creating new learning opportunities while also raising risks associated with cognitive dependence. The objective of this study was to analyze the relationship between the use of generative artificial intelligence, critical thinking, and student autonomy, identifying the conditions that foster independent judgment and those that may promote excessive delegation of reasoning. Materials and methods: A systematic literature review was conducted following the PRISMA 2020 guidelines, considering publications from 2021 to 2026 in high-impact academic databases. After the identification, screening, and eligibility stages, 24 studies were included in the qualitative synthesis. The results revealed four main thematic areas: AI as cognitive support, critical thinking and evaluation of AI-generated responses, self-regulation and student agency, and cognitive dependence or cognitive offloading. Conclusions: It is concluded that AI does not automatically strengthen or weaken student autonomy; its effect depends on the degree of cognitive control retained by the learner. When AI-generated responses are contrasted, verified, and critically reflected upon, AI can enhance learning; when they are accepted uncritically, the risk of dependence and loss of independent judgment increases.

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