The Weakening of Critical Thinking in University Students in Contexts of Information Overload and Generative AI Use

Authors

  • Claudia Luz Navarro-Villarruel Universidad de Guadalajara. Centro Universitario de la Ciénega. México
  • J. Jesus Padilla-Frausto Universidad de Guadalajara. Centro Universitario de la Ciénega. México
  • Lucila del Carmen Arias-Patiño Universidad de Guadalajara. Centro Universitario de la Ciénega. México
  • Bertha Alejandra Flores-Nuño Universidad de Guadalajara. Centro Universitario de la Ciénega. México

Keywords:

Critical Thinking, Artificial Intelligence, Digital Literacy, Higher Education, Cognitive Offloading

Abstract

This documentary research analyzes the relationship between the use of generative artificial intelligence and the development of critical thinking in higher education students, within a context characterized by information overload. A qualitative, documentary approach with a descriptive-interpretative scope and critical orientation was adopted, based on a systematic review of scientific literature published between 2018 and 2026 in indexed databases. The final corpus included 13 relevant studies, analyzed through thematic categorization focusing on critical thinking, digital literacy, artificial intelligence use, and cognitive offloading. Findings indicate that the relationship between artificial intelligence and critical thinking is neither linear nor deterministic, but rather mediated by variables such as digital literacy, academic self-efficacy, academic stress, and pedagogical practices. Evidence suggests that intensive and uncritical use of these technologies may promote technological dependence and cognitive offloading, reducing cognitive effort. It is concluded that the weakening of critical thinking is not solely attributable to artificial intelligence use, but to its integration within educational contexts that fail to promote reflective analysis. The study highlights the need to reconfigure pedagogical practices toward the development of higher-order cognitive skills.

Author Biographies

Claudia Luz Navarro-Villarruel, Universidad de Guadalajara. Centro Universitario de la Ciénega. México

She holds a degree in Pharmaceutical Biochemistry (PhB), a Master’s degree in Food Science, and a Doctorate in Educational Sciences. She is a Research Professor at the University Center of Ciénega of the University of Guadalajara, with more than 31 years of teaching experience in the field of health sciences. She is a Candidate Member of Mexico’s National System of Researchers (SNI) and serves as Head of the Pharmacy Laboratory. Her academic work has focused on educational innovation, project-based learning, and competency assessment in higher education. She has participated in numerous research projects and scientific publications aimed at improving teaching and learning processes. Her work is distinguished by the integration of active pedagogical approaches and the strengthening of professional training. In addition, she currently serves in a union leadership role as Proportional Delegate.

J. Jesus Padilla-Frausto, Universidad de Guadalajara. Centro Universitario de la Ciénega. México

He holds a degree in Pharmaceutical Biochemistry (PhB), a Master’s degree in Food Science and Technology, and a Doctorate in Research and Teaching. He is a professor in the Pharmaceutical Biochemistry and Medicine programs at the University Center of Ciénega, University of Guadalajara, with more than 16 years of teaching experience in the health sciences. His research interests focus on health sciences education, active learning, artificial intelligence applied to education, and laboratory quality control. He has participated in various academic projects and scientific publications related to educational innovation. His work is aimed at strengthening critical thinking and developing professional competencies in higher education.

Lucila del Carmen Arias-Patiño, Universidad de Guadalajara. Centro Universitario de la Ciénega. México

She holds a degree in Chemical Engineering, a Master’s degree in Education, and a Doctorate in Educational Sciences. She is a Research Professor at the University of Guadalajara with 26 years of teaching experience in Chemical Engineering, Pharmaceutical Biochemistry, and Industrial Engineering programs. She is a Candidate Member of Mexico’s National System of Researchers (SNI) and Head of the Physical Chemistry Laboratory. Recognized for her humanistic approach and promotion of collaborative learning, she has led academic initiatives such as EXPROFIN CUCiénega and scientific competitions. She has also served in union leadership roles as Proportional Delegate and currently as Union Delegate, distinguished by her leadership, ethical commitment, and active dialogue.

Bertha Alejandra Flores-Nuño, Universidad de Guadalajara. Centro Universitario de la Ciénega. México

She holds a degree in Pharmaceutical Biochemistry (PhB) and a Master’s degree in Food Biotechnology from the University of Guadalajara, a Master’s degree in Educational Sciences, and a Doctorate in Educational Sciences. Since 2018, she has served as an Academic Technician in the Immunology and Physiology Laboratory of the Department of Medical and Life Sciences at the University Center of Ciénega, University of Guadalajara. Her career integrates scientific and educational training, distinguished by her commitment to teaching, research support, and the comprehensive education of students in the health sciences.

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Published

2026-06-16

How to Cite

Navarro-Villarruel, C. L. ., Padilla-Frausto, J. J., Arias-Patiño, L. del C. ., & Flores-Nuño, B. A. (2026). The Weakening of Critical Thinking in University Students in Contexts of Information Overload and Generative AI Use. Multidisciplinary &Amp; Health Education Journal, 8(1), 8019–8030. Retrieved from http://journalmhe.org/ojs3/index.php/jmhe/article/view/232

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Vol. 8 No. 1 (2026): Multidisciplinary & Health Education Journal (M&HEJ)

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