Use of Artificial Intelligence and Critical Thinking in Secondary School Students

Abstract

The advancement of artificial intelligence (AI) has generated significant transformations in educational processes, particularly in the way students access, process, and analyze information. In this context, the objective of this research was to determine the relationship between the use of artificial intelligence and critical thinking among students at a secondary educational institution in the district of Los Olivos, Peru, during 2025. The study adopted a quantitative approach with a non-experimental, descriptive-correlational design. The population consisted of 1,148 secondary school students, from which a probabilistic sample of 288 participants was selected. Data were collected using a 24-item Likert-type questionnaire structured around dimensions assessing the use of artificial intelligence and critical thinking, including analytical ability, argumentation, and self-reflection. Instrument validity was established through expert judgment, and reliability was confirmed using Cronbach’s alpha, yielding an overall coefficient of 0.894. Data analysis was conducted using Spearman’s Rho correlation coefficient due to non-normal data distribution. The results revealed a positive and statistically significant relationship between the use of artificial intelligence and critical thinking (Rho = 0.782; p < 0.01), as well as significant correlations with the dimensions of analysis, argumentation, and self-reflection. It is concluded that the pedagogical, conscious, and guided use of artificial intelligence contributes to strengthening critical thinking skills in secondary school students.