Critical thinking as a predictor of task functionality and artificial intelligence use among university students. A PLS-SEM approach

A study conducted at the Pontifical Catholic University of Ecuador, Santo Domingo Campus, explored the relationships between university students' critical thinking dimensions, their perceived task functionality, and the frequency of their artificial intelligence (AI) use. Employing a PLS-SEM model, the research aimed to understand how critical thinking competencies predict engagement with AI in educational settings, recognizing the transformative impact of AI on academic practices.

Why it matters

This research is crucial for understanding how foundational cognitive skills, such as critical thinking, influence the effective adoption and utilization of advanced technologies like AI within educational and potentially professional contexts. Insights derived can inform strategies for fostering critical thinking skills to maximize the benefits of technological integration across various domains.

Key insights

• The study focused on understanding the predictive associations between critical thinking, task functionality, and AI use frequency among university students.
• The research was conducted at the Pontifical Catholic University of Ecuador, Santo Domingo Campus.
• A quantitative, non-experimental, cross-sectional, and explanatory-predictive design was utilized.
• The methodology involved a PLS-SEM (Partial Least Squares Structural Equation Modeling) approach.
• The sample consisted of 401 university students selected through intentional and voluntary non-probability sampling.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1898749