Abstract

AQUIJE RAMIREZ, Katherine; MICHUY RODAS, Flor De Maria  and  CHAVEZ PAREDES, Rosse Caroline. Integrating AI into educational methodologies to enhance critical thinking in university education: a systematic review. Revista InveCom [online]. 2026, vol.6, n.2, e602109.  Epub Sep 30, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.17096540.

The increasing incorporation of artificial intelligence (AI) in university settings offers both opportunities and challenges for the development of critical thinking, a fundamental skill in higher education. This study aimed to analyze recent scientific evidence on the integration of AI into educational methodologies aimed at enhancing critical thinking in university contexts. To this end, a systematic review was conducted in the ERIC, Web of Science, and Scielo databases, using the following search terms: "AI and educational methodologies and critical thinking," "AI and education and critical thinking," and "AI and educational methodologies." Applying the PRISMA protocol, 781 records were identified (617 in ERIC, 156 in Web of Science, and 8 in Scielo). After eliminating duplicates and applying inclusion criteria such as publications in the last five years, full access, English or Spanish languages, and a focus on higher education, technology, and education, 26 studies were selected for the final analysis. The results revealed that the most widely used methodologies are project-based learning, AI-mediated collaborative learning, and automated feedback. It was evident that AI facilitates personalized learning, stimulates metacognitive processes, and fosters student autonomy. However, challenges related to ethics, system reliability, and teacher training persist. It is concluded that the pedagogically planned integration of AI can be a valuable resource for strengthening critical thinking in higher education.

Keywords : higher education; AI; methodologies; critical thinking.

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