Generative artificial intelligence and critical thinking in secondary education.

Abstract

The incorporation of generative artificial intelligence into secondary education has transformed the ways in which students access information, produce content, and complete academic assignments, although it has also raised concerns about technological dependence and a decline in independent thinking. The study aimed to analyze the relationship between the use of generative artificial intelligence and critical learning among secondary education students. A mixed-methods literature review—predominantly qualitative, non-experimental, cross-sectional, and exploratory in scope—was conducted by reviewing scientific literature and specialized reports published between 2021 and 2025. The results showed that these tools were used primarily to search for information, draft texts, organize ideas, and obtain immediate feedback; however, their use as a substitute was linked to less content verification, greater passivity, and reduced participation in analytical and decision-making processes. The discussion revealed that the educational impact depended more on the quality of interaction, the pedagogical purpose, and teacher mediation than on the frequency of use. It was concluded that generative artificial intelligence can promote critical learning when it complements student reasoning, but can limit it when it replaces reflection, argumentation, and cognitive autonomy.