Critical Thinking Skills in the Age of AI: Exploring EFL Postgraduate Students’ Perspectives and Concerns

Abstract

The rapid integration of artificial intelligence (AI) tools into higher education has renewed discussions about their influence on students' critical thinking, particularly in English as a Foreign Language (EFL) postgraduate education. This study explored EFL postgraduate students' perspectives and concerns regarding the role of AI tools in relation to critical thinking skills. A quantitative descriptive survey design was employed, involving a convenience sample of 120 EFL postgraduate students enrolled at the Libyan Academy for Postgraduate Studies. Data were collected through a structured five-point Likert-scale questionnaire administered online using Google Forms and analyzed using descriptive statistics, including frequencies and percentages. The findings revealed that AI tools have become an integral part of participants' academic practices, with ChatGPT emerging as the most commonly used tool. Participants viewed AI positively, recognizing its value in supporting learning, improving academic performance, and assisting with various study-related tasks. However, they also expressed concerns that excessive reliance on AI could reduce independent thinking, encourage students to accept AI-generated information without evaluating it critically, and raise ethical issues related to academic integrity. Participants further emphasized the importance of developing the skills needed to evaluate AI-generated content critically and to use these technologies responsibly.  The study concludes that EFL postgraduate students adopt a balanced perspective toward AI, recognizing both its educational benefits and concerns associated with its use for critical thinking.