Is Generative Artificial Intelligence Sculpting or Stunting University Undergraduate Students’ Intellect? Perceptions of Lecturers in a Zimbabwean University

Abstract

Critical thinking and criticality are defining features for higher education. University students are expected to display critical thinking in the presentation of arguments in academic writing as they prepare to join the world of work where problem solving is key. However, ongoing debate suggests that the emergence of Generative Artificial Intelligence (GenAI) seems to be threatening students’ critical thinking and problem-solving skills. For example, GenAI tools like ChatGPT can generate natural human-like responses to assignment questions. The question now is: Is GenAI not impacting negatively on students’ critical thinking skills if it can do what students are expected to do in academic writing? This qualitative study endeavoured to establish how lecturers perceived the impact of GenAI on students’ critical thinking and problem-solving skills as shown in their academic writing. A phenomenology research design was used, with data collected through semi-structured interviews and focus group discussions from 8 conveniently sampled lecturers from one Zimbabwean university. Data were analysed using Braun and Clarke’s (2006) thematic approach. Results showed that responsible use of GenAI can facilitate knowledge acquisition, stimulate critical thinking and promote problem-solving. However, participants indicated that students have become over-reliant on GenAI to an extent that they ask it to do everything for them. This compromises their critical thinking and problem-solving skills as they submit AI-generated work without engaging meaningfully with the content. In addition, the lack of anti-plagiarism software and an AI policy at the university has led to widespread academic dishonesty among the undergraduate students. The study recommends that the university offers training to both faculty and students to enable them to harness GenAI to shape and develop students’ critical thinking and problem-solving skills.