Assessing Differences in Critical Thinking Disposition between AI-Assisted and Non-AI Tasks among Higher Education Learners in Sub-Saharan Africa

This study investigates whether the use of artificial intelligence (AI) tools influences critical thinking disposition and ability among higher education Sub-Sahara Africa. By comparing students who completed academic tasks with AI support to those who worked without it, the research assesses differences in critical thinking disposition using standardised assessment tool. The findings contribute to understanding how AI integration may support or challenge the development of critical thinking in Sub-Sahara higher education.