Exploring the Relationship of AI Literacy with Critical Thinking and Problem-Solving Skills of Students in Higher Education

Abstract

Artificial Intelligence (AI) literacy has emerged as an essential competency for higher education students in an era of rapid technological advancement. This study investigated the relationship between AI literacy and students’ critical thinking (CT) and problem-solving skills (PSS). A quantitative research design was employed using a structured survey administered to students from various academic disciplines in higher education institutions. A stratified random sampling technique was used to select a sample of 300 students representing diverse educational backgrounds. The research instruments measured students’ levels of AI literacy, critical thinking, and problem-solving skills. Descriptive statistics were used to determine the overall levels of the study variables, while correlation and regression analyses were conducted to examine the strength and nature of the relationships among them. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).The findings revealed a significant positive relationship between AI literacy and both critical thinking and problem-solving skills. Furthermore, regression analysis indicated that AI literacy is a significant predictor of students’ higher-order cognitive abilities. The results suggest that students with higher levels of AI literacy are more likely to demonstrate stronger analytical, evaluative, and problem-solving capabilities. This study contributes to the growing body of literature on AI in education by highlighting the importance of integrating AI literacy into higher education curricula. Promoting AI literacy can enhance students’ cognitive development, critical thinking, and problem-solving abilities, thereby preparing them more effectively for academic success and future professional challenges in an AI-driven world.