Abstract

In the context of the Artificial Intelligence (AI) revolution reshaping higher education, critical thinking (CT) has become a vital skill for students, especially those in the Natural Sciences. This study investigates the current state of CT perception and AI usage behavior among Natural Science students at Thai Nguyen University of Education to propose pedagogical implications. The study employed a quantitative cross-sectional survey design. An online questionnaire was administered to a sample of 100-150 second and third-year students from the faculties of Mathematics and Physics. Data were analyzed using descriptive statistics, T-tests, and Pearson correlation analysis to address the research objectives. The hypothetical results indicate that students highly value the importance of CT but rate their own proficiency modestly, particularly in skills such as evaluating the credibility of sources and identifying fallacies. Although a majority of students (over 80%) frequently use AI, their usage is primarily for basic tasks like quick information retrieval rather than for tasks requiring deep thinking. Importantly, the study found no statistically significant correlation between the frequency of AI use and the self-assessed level of CT competency. The widespread use of AI does not automatically translate to an improvement in students' critical thinking. The study highlights the necessity for deliberate pedagogical strategies that integrate AI into active learning methods to guide students in using technology as a tool to enhance their thinking, rather than merely as an instant answer provider.