Impact of Artificial Intelligence-Enchanced Learning on Critical Thinking Skills of Pre-Service Teachers: A Study of BEED Students

Abstract

This study examined the relationship between artificial intelligence (AI)-driven learning tools utilization and the critical thinking skills of pre-service teachers in a Philippine state college. Specifically, it investigated the level of students’ perception of AI-enhanced learning across four dimensions—adaptive, personalized, interactive, and collaborative learning—and their corresponding levels of critical thinking skills in terms of analysis, creating, and evaluating. A descriptive-comparative and correlational research design was employed, involving 146 first-year Bachelor of Elementary Education (BEED) students at Agusan del Sur State College of Agriculture and Technology. Data were collected using an adapted and validated questionnaire and analyzed using descriptive statistics and non-parametric tests, including Spearman’s rho, Mann–Whitney U, and Kruskal–Wallis.Findings revealed a high level of AI-driven learning tools utilization (M = 3.16) and a high level of critical thinking skills (M = 3.11). No significant differences were observed across age and sex, indicating that AI-supported learning is inclusive and equally beneficial among diverse student groups. A statistically significant moderate positive correlation (r = 0.574, p < 0.01) was found between AI utilization and critical thinking skills, suggesting that increased engagement with AI technologies contributes to the enhancement of higher-order cognitive abilities. Regression analysis further indicated that AI utilization explains approximately 32.9% of the variance in critical thinking skills. The study concludes that AI-driven learning tools serve as effective pedagogical enablers that support student-centered and flexible learning environments in teacher education. It is recommended that higher education institutions integrate AI technologies into the curriculum, provide faculty training, and establish ethical and pedagogical guidelines to maximize their impact. Future research may explore longitudinal and experimental designs to further validate the causal effects of AI on cognitive development.