TY - GEN
T1 - Pensar críticamente en la era de la Inteligencia Artificial
T2 - 5th LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - Entrepreneurship with Purpose: Social and Technological Innovation in the Age of AI, LEIRD 2025
AU - Rubio-Campos, Lucila Milagros
AU - Guzmán-Meza, Maritza Emperatriz
AU - Rojas-Castilla, Lily Abigail
AU - Torres-Caceres, Fatima del Socorro
AU - Castillo-Valeriano, Maria Del Rosario
AU - Anco-Estrella, Elizabeth Victoria
AU - Cheng-Rivadeneira, Augusto Enrique
N1 - Publisher Copyright:
© LEIRD 2025.All rights reserved.
PY - 2025
Y1 - 2025
N2 - This study analyzes the relationship between attitudes toward artificial intelligence (AI) and critical thinking in university students at a university in Metropolitan Lima. Using a quantitative approach and correlational design, validated instruments were applied to a sample of 100 first-year students, including the AI attitude scale and a critical thinking questionnaire composed of two dimensions: analytical ability and argumentative ability. The results of Spearman's analysis revealed weak and non-significant positive correlations between the variables: general critical thinking (ρ = 0.177; p = 0.078), analytical ability (ρ = 0.105; p = 0.298), and argumentative ability (ρ = 0.139; p = 0.166). These results show that, in this sample, attitudes toward AI are not statistically significantly related to the development of critical thinking. Therefore, there is a need for future research that includes mediating variables such as AI literacy, technical knowledge, and pedagogical design, with the aim of further exploring the factors that could influence the link between the two constructs. This study provides empirical evidence for understanding the formative role of AI in higher education.
AB - This study analyzes the relationship between attitudes toward artificial intelligence (AI) and critical thinking in university students at a university in Metropolitan Lima. Using a quantitative approach and correlational design, validated instruments were applied to a sample of 100 first-year students, including the AI attitude scale and a critical thinking questionnaire composed of two dimensions: analytical ability and argumentative ability. The results of Spearman's analysis revealed weak and non-significant positive correlations between the variables: general critical thinking (ρ = 0.177; p = 0.078), analytical ability (ρ = 0.105; p = 0.298), and argumentative ability (ρ = 0.139; p = 0.166). These results show that, in this sample, attitudes toward AI are not statistically significantly related to the development of critical thinking. Therefore, there is a need for future research that includes mediating variables such as AI literacy, technical knowledge, and pedagogical design, with the aim of further exploring the factors that could influence the link between the two constructs. This study provides empirical evidence for understanding the formative role of AI in higher education.
KW - artificial intelligence
KW - critical thinking
KW - university students
UR - https://www.scopus.com/pages/publications/105032394128
U2 - 10.18687/LEIRD2025.1.1.435
DO - 10.18687/LEIRD2025.1.1.435
M3 - Contribución a la conferencia
AN - SCOPUS:105032394128
T3 - Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology
BT - Proceedings of the 5th LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development - Entrepreneurship with Purpose
A2 - Larrondo Petrie, Maria M.
A2 - Texier, Jose
A2 - Rivas Matta, Rodolfo Andr�s
Y2 - 1 December 2025 through 3 December 2025
ER -