Demystifying Generative Artificial Intelligence Classrooms: Students' Attitude and Critical Thinking

Joseph A. Villarama; Bench G. Fabros; Abegail V. Dela Fuente; Verjun J. Dilla; Emmanuel DG. Villa Agustin; Bashar Abdulkareem Alali; Ulfa Mutia Alrasyid

doi:10.57239/PJLSS-2025-23.1.00314

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Demystifying Generative Artificial Intelligence Classrooms: Students' Attitude and Critical Thinking

Author(s)

Joseph A. Villarama College of Education, Central Luzon State University, Philippines

Bench G. Fabros College of Education, Central Luzon State University, Philippines

Abegail V. Dela Fuente College of Education, Central Luzon State University, Philippines

Verjun J. Dilla College of Education, Central Luzon State University, Philippines

Emmanuel DG. Villa Agustin Sto. Domingo National Trade School, Department of Education-Nueva Ecija,,Philippines

Bashar Abdulkareem Alali Department of English Language and Literature, International Islamic University Malaysia,,

Ulfa Mutia Alrasyid The Language Center,Universitas Negeri Gorontalo,Indonesia

Abstract

Generative artificial intelligence (GenAI) is known to have advanced computational tools, which generate content based on data they were trained on including texts, images, music, and other forms of media. Over time, these tools become more sophisticated and used in various fields including educational environments. This study examined the attitudes of 123 university students across various disciplines in Indonesia, the Philippines, Malaysia, Nepal, and Syria, toward the use of GenAI in academic classrooms and explored how these technologies impact their critical thinking skills. It utilized a convergent mixed-methods approach, combining quantitative assessments using a descriptive survey with that of qualitative insights stemming from semi-structured interviews, to provide an all-encompassing picture of educational impact of GenAI. Findings revealed students generally perceived GenAI positively as it is helpful in streamlining their academic tasks and enriching their learning experiences; however, concerns surfaced on its potential to undermine development of autonomous critical thinking. This dichotomy underscored the need for educational strategies that not only embrace technological advancements but also reinforce critical engagement and ethical usage to prevent over dependency. This research adds a critical perspective to the evolving discourse on integrating GenAI in education, advocating for a balanced approach that fosters ethical use and enhances rather than replaces traditional or conventional learning paradigms.

Publication Details

Page(s) 3970-3979

DOI 10.57239/PJLSS-2025-23.1.00314

Published Journal: Pakistan Journal of Life and Social Sciences, Volume: 23, Issue: 1, Year: 2025

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Keywords

Generative Artificial Intelligence Critical Thinking Student Attitude Technology Integration Academic Classrooms

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