AI dilemma: Supporting or Diminishing the Creativity and Critical Thinking

The rapid advancement of Artificial Intelligence (AI), especially in the form of generative AI (genAI), has sparked growing concerns within Indonesia’s academic circles. Educators and scholars alike are questioning whether this technology may unintentionally hinder the development of students’ critical thinking skills. This preliminary study aims to explore how certain psychological and behavioral factors contribute to the growth of critical thinking abilities among university students in Indonesia. Key variables under investigation include Personality Type, Learning Motivation using genAI, Academic Self-Efficacy, Creativity, Attitudes, Academic Stress, and the Usage of genAI. To analyze these relationships, the study utilizes Structural Equation Modeling (SEM). Data were gathered on April 11, 2025, from a purposive sample of 50 university students enrolled in various institutions across Indonesia. The conceptual framework draws upon prior empirical studies and established theoretical models. Out of nine proposed hypotheses, five were supported by statistical evidence. Interestingly, two of the unsupported hypotheses suggest areas that warrant further exploration. Overall, the findings suggest that the interplay between psychological characteristics and genAI engagement plays a nuanced role in shaping students’ critical thinking capacities. These results highlight the importance of promoting responsible and intentional integration of AI tools in higher education settings.