Relationship Between the Use of Artificial Intelligence and Critical Thinking in Agricultural Engineering Students

Abstract

This study examines the relationship between the use of artificial intelligence and the development of critical thinking among Agricultural Engineering students, considering the growing role of digital technologies in higher education and their influence on learning processes. The objective was to determine the association between these two variables, as well as to identify the level of artificial intelligence tool usage and assess the degree of critical thinking development among students. The research adopted a quantitative approach using a non-experimental, cross-sectional, correlational design. The sample consisted of 61 students selected through non-probability convenience sampling. Data were collected using a structured Likert-scale questionnaire validated by expert judgment, with adequate reliability (Cronbach's α = 0.772). Data analysis included descriptive and inferential statistics using Spearman's rank correlation coefficient. The results revealed a positive, weak, and statistically significant relationship between the use of artificial intelligence and critical thinking (ρ = 0.266; p < 0.05). In addition, moderate associations were identified with variables such as digital literacy and perceived usefulness. It is concluded that artificial intelligence makes a limited contribution to the development of critical thinking, as its impact depends on appropriate pedagogical strategies and the strengthening of students' digital competencies.