Is AI Killing Critical Thinking or Can It Strengthen It in the Classroom?

Artificial intelligence is quickly becoming one of the most debated tools in education. Some educators worry that tools like ChatGPT could weaken students’ ability to think critically. Others see it as a powerful learning aid when used intentionally.

A recent article from the New York Post reported on a national faculty survey that found 95% of college professors believe AI will cause students to become overly reliant on technology for learning. The same survey also found that 90% of faculty think AI could reduce students’ critical thinking skills if it is used improperly.

Those concerns are valid. When students rely on AI to generate answers instead of engaging with the material themselves, learning can become passive. But like many technologies in education, the real question may not be whether AI should be used, but how it should be used.

When used thoughtfully, AI can actually support and stimulate critical thinking rather than replace it.

AI as a Thought Catalyst

One of the most valuable ways AI can help students is by expanding their thinking. Instead of providing a final answer, AI can generate ideas, perspectives, or questions that students might not have considered on their own.

For example, when brainstorming research topics or treatment considerations, AI can present multiple angles. Students can then evaluate, critique, and refine those ideas—engaging in the very process that develops critical thinking.

In this way, AI becomes less of an “answer machine” and more of a thinking partner that helps students explore possibilities.

How AI Can Support Learning in a Dental Hygiene Classroom

When integrated carefully, AI tools can be especially helpful in dental hygiene education. Here are a few practical ways they can support learning while still requiring critical thinking.

1. Idea Generation for Clinical Discussions

Dental hygiene students must learn to analyze complex mock patient cases. AI can help generate potential discussion points or risk factors for a case study. Students can then evaluate which ideas are clinically relevant and which are not.

This process encourages students to practice clinical judgment rather than simply memorizing information.

2. Exploring Multiple Perspectives on Patient Care

AI can present different approaches to preventive care, periodontal therapy, or patient communication. Students can compare these suggestions with current evidence-based guidelines and determine which recommendations are appropriate.

This approach strengthens evidence-based decision making.

3. Creating “Challenge Questions” for Deeper Thinking

AI can generate additional questions about a topic, such as biofilm management, caries risk assessment, or radiography safety. These questions can push students beyond surface-level understanding and prompt deeper exploration of the material.

The key is ensuring that students analyze and verify the information, rather than accepting it automatically.

The Key: Teach Students to Question AI

The most important skill students can develop is AI literacy, learning to question, verify, and critically evaluate AI-generated information.

AI systems can produce incorrect or incomplete information, so students must learn to ask questions like:

• Is this information evidence-based?

• What sources support this claim?

• Does this align with current clinical guidelines?

• What might be missing from this answer?

When students approach AI with curiosity and skepticism, it becomes a powerful educational tool rather than a shortcut.

A Tool — Not a Replacement for Thinking

Artificial intelligence is not going away. In fact, many students believe learning to use AI responsibly will be an essential career skill.

Instead of banning AI outright, educators may find greater success by teaching students how to use it responsibly. When used carefully, AI can provide inspiration, broaden perspectives, and accelerate learning—while still requiring students to do the critical thinking themselves.

In other words, AI should not replace thinking. It should spark it.

Reference

del Guidice, R. (2026, January 23). 95% of faculty say AI making students dangerously dependent on technology for learning: survey. New York Post. ()