‘The rapid integration of generative artificial intelligence tools, such as ChatGPT, into higher education has prompted debates about their influence on students’ cognitive and creative capacities. This quantitative, cross-sectional study surveyed 405 undergraduates to explore how academic discipline (STEM vs. non-STEM) and AI-related self-efficacy shape these perceptions. Results indicate that students hold moderately positive views of Generative AI’s impact on critical thinking and creativity. Independent-samples t-tests showed that STEM students rated AI’s support for critical thinking significantly higher than non-STEM peers, whereas disciplinary differences in creativity perceptions were non-significant. Simple linear regression revealed that self-efficacy in AI use is a significant predictor of perceived critical-thinking enhancement and creativity support. These findings underscore the central role of students’ confidence in leveraging AI tools as an educational asset. We conclude that developing targeted interventions to bolster AI self-efficacy will maximize AI’s potential to foster higher-order thinking and innovative idea generation.’
Link: https://www.tandfonline.com/doi/full/10.1080/14703297.2025.2600476
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