Reliance on AI and its Effects on Critical Thinking and Graduate Readiness: Evidence from UAE Higher Education
Keywords:
AI literacy; Artificial intelligence; Critical thinking; Digital pedagogy; Workplace readinessAbstract
This study investigated how reliance on artificial intelligence programs (AIPs) affects the critical thinking skills and job readiness of undergraduate students in the UAE. A cross-sectional survey of 400 students across gender and academic-year cohorts at the Higher Colleges of Technology assessed AIP usage patterns. Quantitative analyses revealed 78.3% of students depend on AIPs for assignments, with 94.5% reporting detrimental effects on critical thinking and linguistic skills. This was exacerbated by low rephrasing rates (19.0%) and significant demographic disparities: female students showed higher dependency than male students (72.0% vs. 58.7%), while advanced-year students reported greater cognitive concerns. Over 96% viewed unchecked AIP use as a threat to institutional reputation—a figure that exceeds the 67% self-reported concern in similar studies in Germany and the United Kingdom. Notably, advanced-year students were more likely to associate AIP misuse with institutional damage; they cited long-term effects on graduate credibility and employer trust. The findings challenge techno-optimistic narratives. Theoretically, the study adapts Bloom’s taxonomy with an AI mediation layer, and positions AI as a non-social epistemic artifact. Practically, it urges institutions in the United Arab Emirates to implement AI deconstruction modules, generative pedagogy training, and industry collaborations (e.g., with G42) to align graduate competencies with labor-market needs. By aligning with the National AI Strategy 2031, this research provides policy architecture for human-centered AI education and offers critical insights for regional education systems that are navigating technological integration.
https://doi.org/10.26803/ijlter.24.8.17
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