Artificial intelligence tools in the development of critical thinking and cognitive skills of basic general education students
DOI:
https://doi.org/10.63688/65cche81Keywords:
artificial intelligence, critical thinking, cognitive skills, AI literacy, basic general educationAbstract
Objective: to critically analyze literature on artificial intelligence (AI), critical thinking, and cognitive skills in Basic General Education and comparable school levels. Method: a narrative documentary review was conducted using scientific publications issued between 2021 and 2026. Research explicitly addressing K-12 settings was distinguished from conceptual sources and studies conducted at other educational levels. The synthesis focused on AI literacy, reasoning and problem-solving, critical thinking, personalized learning, and teacher mediation. Results: school-focused reviews describe opportunities to explore AI models, solve problems, and receive adaptive feedback. Nevertheless, much of the available evidence consists of reviews, curricular frameworks, or technology literacy research rather than direct measurements of changes in students’ critical thinking. The sources also identify concerns relating to algorithmic bias, dependence on automated answers, privacy, and unequal access. Conclusion: AI can be a useful educational resource, but cognitive benefits should not be assumed. Explicit instruction in evaluating evidence, teacher guidance, and school-based research employing valid outcome measures and longitudinal follow-up remain necessary.
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Copyright (c) 2026 Fabiana Nairoby Moncayo Quirola, Gilson Josue Chango Aguilar, Karelis Mailyn Muñoz Rodríguez (Autor/a)
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