Artificial Intelligence and the Erosion of Critical Thinking: A Phenomenological Study of Student Dependency in Higher Education
Fanny Zelfia

School of Postgraduates Studies, Indonesian Educational University
Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia
*fannyzelfia[at]upi.edu

Abstract

The rapid advancement of Artificial Intelligence (AI) technologies such as ChatGPT has reshaped how students access, process, and produce knowledge. While these tools enhance efficiency and accessibility, they also raise critical concerns about the decline of independent reasoning and critical thinking. This study aims to explore how university students experience and interpret their reliance on AI in academic contexts, particularly its impact on cognitive autonomy. Employing a phenomenological approach, data were gathered through in-depth interviews with students who frequently use AI-based tools in their coursework, and their narratives were thematically analyzed to uncover the essence of their lived experiences. The findings indicate a dual effect: AI supports comprehension, language fluency, and productivity but simultaneously fosters intellectual dependency and reduces initiative in analytical reasoning. Cultural and institutional norms that prioritize speed and output further reinforce this dependency. In conclusion, AI functions as both a learning facilitator and a cognitive shortcut, therefore, higher education institutions must integrate AI thoughtfully while nurturing reflection, inquiry, and independent judgment to sustain students^ critical thinking development.

Keywords: Artificial Intelligence, Critical Thinking, Phenomenology, Higher Education, Learning Culture, Digital Dependency

Topic: Education for sustainable development