Аннотация
The current digital transformation of education is accompanied by the active integration of artificial intelligence (AI) tools into the educational process. In science education, this creates new questions and conditions for developing critical thinking in students and poses a challenge for researchers and practicing educators to analyze the effectiveness and risks of AI technologies. This paper presents a systematic literature review, conducted according to PRISMA standards, to analyze the impact of AI tools on the development of critical thinking in science education. The search was conducted in the Taylor & Francis, IEEE Xplore, Wiley Online Library, and Google Scholar databases for the period 2022–2025. Of the 546 identified publications, 12 studies were selected after applying the inclusion and exclusion criteria. The analysis revealed that the use of generative chatbots, machine learning, written work analytics, and AI-STEM projects in general contributes to the development of critical thinking, argumentation, reflection, and academic motivation. Risks identified include unreliable data, dependence on digital tools, decreased teacher creativity, and ethical and privacy issues. The review emphasizes the need for more rigorous research using standardized tools to assess critical thinking and expanding the scope of the study to include various disciplines within the natural sciences.