Aiman Abbasi

Topic: Exploring the Influencing Role of AI Writing Tools on Developing the Skills of Critical Thinking in the University Students Introduction Writing tools based on artificial intelligence (AI) have already become a widely used practice in universities. These tools make it easier to help a student create ideas, correct grammar and complete assignments faster. On the one hand, they produce numerous advantages, but, additionally, they also lead to raise important questions regarding the fact that students are deprived of the chance to train independent thinking (Prof. Moran & Wilkinson, 2025). This matter is an important consideration because their ability to think critically is the key competency in higher education and the key element to succeed outside of university (Zhai et al., 2021; The Guardian, 2023). This concern also relates to the mathematics background because it also emphasis on logical reasoning, independent thinking and organized problem solving. Having a background in mathematics, debates exist over tools like calculators and software’s whether they inspire or discourage critical thinking, AI tools in higher education also raise similar questions. This is concern helps to analyze the problem not only from an educational perspective but also from mind set of problem solving that is formed by mathematical training. The purpose of this study is to explore the outcome that AI writing tools have on the process of building critical thinking skills among university students. Literature Review Artificial intelligence (AI) writing tools have emerged as a core activity in higher education settings, and researchers have started to study not only the opportunities, but also the challenges. Studies indicate that AI-based tools (ABTs) enhance efficiency, personalization and automation in the academic work (Educause, 2022). They assist students in creation of ideas, enhancement of grammar and organization of essays as well as helping teachers in assessment and planning lessons (Zawacki et al., 2019). According to some studies, the levels of engagement, cooperation, and confidence also improve with AI writing systems used by students (Dwivedi et al., 2023). However, there are debates exist on the contribution of these to critical thinking. Though the surveys suggest the students have a positive opinion that AI tools can improve reasoning and analysis (Zhai et al., 2021), there are other scholars who are more concerned that using AI too much will limit instances of originality, diminish the powers of problem-solving, and create the possibilities of academic dishonesty (Tahir & Tahir, 2023). Questions regarding bias, data protection and equity of access are yet to achieve resolution (Ocaña et al., 2019). Recent research on (EFL) writing indicates that whereas AI benefits organization and understanding, AI impairs creativity and more profound thought the more the students rely on it. Having a closer look in the literature, one can easily highlight the fact that there is a lack of research that would deep into detail the way AI writing tools specifically influence the progress of the skills for critical thinking among university students. Majority of the available research runs an evaluation of technical advantage, ethical issues, or overall effects on teaching, yet little has been done to evaluate long-term influence of independent thinking (Holmes et al., 2019). Filling that gap, this study examines both in what way Artificial intelligence (AI) writing tools can support and how they can deter critical thinking with previously absent understanding that can be used to create effective pedagogy and policy in the higher education domain. Education research in mathematics also contain similar gaps where tools like calculators, software’s often assessed for efficiency. It hardly assessed for its deeper impact on critical thinking. From this comparison, logical framework offered by mathematical background for considering whether this dependance on technological assistances in calculations or writing will shape or limited the independent thinking. Research Questions There are three primary questions that are put in this study: 1. How are university students using AI writing tools in their studies or academic assignments? 2. How do the AI writing tool impact planning, analysing and reflecting on information as crucial components of critical thinking on the part of students? 3. What is the process that students use to balance their own ideas and suggestions given by AI and do they view this technology as an aid or an impediment? The aim is to assess the benefits and risks of AI writing tools, with the objective to understand the effect on the reasoning, originality, and independent rational. Methodology The research will employ a qualitative research design because it focuses the experiences and opinions of students instead of gathering purely numerical data. The primary research technique will be semi-structured interviews among the students of the universities who actively use AI-writing tools. The drawback of this approach is that it enables follow-up questions and the discussion of personal views regarding the effect of AI tools on their analyse thinking skill (Bryman, 2016). Besides, a brief online survey can be employed to collect background data, including how often students use AI tools and to which purpose. It will be necessary to combine interviews with survey to add depth and breadth of information (Flick, 2019). This type of approach is appropriate due to the high level of complexity of critical thinking, and we cannot measure critical thinking with plain numbers it involves the investigation of real-life illustrations and self-observation. Nonetheless, there are constraints. Interviews rely on integrity of students, and the size of the sample may be small therefore findings may not take into consideration all students. However, the approach is suitable in the exploration of the outcome of AI writing tackles on the way of thinking and the indication of any emerging trends and raise of concerns in higher education. The ethics of research will also be applied in carrying out this research to make it fair and respectful to the participants (BERA, 2018). This will be requested to all students by way of informed consent to participate in interviews and surveys. Their answers will remain anonymous and confidential and no individual information will be mentioned in the report. Participation will be voluntary. As the study regards academic practices, special caution will be made not to promote any misuse of AI tools, concentrating on the true experiences of students. These measures will make the research responsible and credible (Pedrosa-de-Jesus et al., 2018). Outcomes This study anticipates demonstrating the standing of AI writing apparatuses on the ability to think critically of university students. It aims to find out whether these tools enhance leaning or raise the risk of becoming dependent (Moran and Wilkinson, 2025). Academically, the study will provide to the emerging discussions on digital research as well as provide new evidence on the part of Aartificial Iintelligence in higher schooling (Zawacki-Richter et al., 2021). Practically, the results could be applied by the universities in formulating policies that will advance the responsible usage of AI tools without discouraging independent thinking (Ocaña et al., 2019). The study seeks to present objective recommendations that would provide a more reasonable approach toward making decisions that educators, students, and policymakers can make to integrate AI into institutional education (The Guardian, 2023). For education in mathematics where educators face similar problems to deal with maintaining efficiency with independent thinking, this outcome also bring significance. For application in wider educational setting this research will provides insights and helping institutes to make policies that encourage responsible use of these technological tools for students while enduring to reinforce critical thinking and creative skills. Bibliography Books Holmes, W., Bialik, M. and Fadel, C., 2019. Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign. Luckin, R., Holmes, W., Griffiths, M. and Forcier, L.B., 2016. Intelligence Unleashed: An Argument for AI in Education. London: Pearson. Book Chapters Roll, I., McNamara, D., Sosnovsky, S., Luckin, R. and Dimitrova, V., 2021. Artificial intelligence in education. Berlin: Springer International Publishing. Journal Articles Aldosari, S.A.M., 2020. The future of higher education in the light of artificial intelligence transformations. International journal of higher education, 9(3), p.145-151. Kuleto, V., Ili c, M., Dumangiu, M., Rankovic, M., Martins, O. M., P -un, D., and Mihoreanu, L., 2021. Exploring opportunities and challenges of artificial intelligence and machine learning in higher education institutions. Sustainability, 13(18), p.10424 Nazari, N., Shabbir, M.S. and Setiawan, R., 2021. Application of Artificial Intelligence powered digital writing assistant in higher education: randomized-controlled trial. Heliyon, 7 (5), e07014. Ocana-FernAnez, Y., Valenzuela-FernAnez, L.A. and Garro-Aburto, L.L., 2019. artificial intelligence and its implications in higher education. 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