Abstract
The use of artificial intelligence in education increases the demands on school and university students’ critical thinking skills.The widespread use of artificial intelligence tools in higher education has increased the need to explain their impact on students’ critical thinking. The aim of this study was to determine how university students perceive artificial intelligence as a tool to support critical thinking. The study involved 116 students from two Kazakhstani universities. Data were collected using a 24-item questionnaire and analyzed across four content areas: information analysis and comparison, information evaluation, reasoning and argumentation, and reflection and self-control. Participants rated their responses on a 5-point Likert scale. Data were processed in IBM SPSS Statistics, Version 26. The internal consistency of the questionnaire was good (Cronbach’s α = .88). The overall mean score was M = 3.59 (SD = 0.58). The highest score was in the information evaluation dimension (M = 3.76, SD = 0.64), and the lowest score was in the reasoning and argumentation dimension (M = 3.42, SD = 0.72). The results showed that students perceive AI as a useful tool in the processes of checking information, comparing, considering alternative points of view and re-evaluating their own opinions. The results obtained showed that students perceive AI tools as a supporting resource that allows them to support critical thinking activities. Keywords: artificial intelligence, critical thinking, higher education, student perspectives, generative AI, information evaluation.