The relationship between perceived artificial intelligence competencies and critical thinking skills: The role of digital literacy and cognitive engagement

Abstract

This study investigated the relationship between perceived artificial intelligence (AI) competency and critical thinking skills among Generation Z students, with a focus on the mediating roles of digital literacy and cognitive engagement. Grounded in social cognitive theory, the research posited that individuals who perceive themselves as competent in AI are more likely to engage deeply with digital tools and learning processes, thereby enhancing their critical thinking abilities. Data were collected from 464 university students in Türkiye using validated self-report measures. Structural equation modelling and bootstrapped mediation analyses revealed that both digital literacy and cognitive engagement significantly mediate the link between AI competency and critical thinking. Notably, a serial mediation pathway was also confirmed, highlighting how perceived AI competency fosters digital literacy, which in turn promotes cognitive engagement and ultimately strengthens critical thinking skills. These findings offer theoretical and practical insights into how AI-related self-efficacy supports higher-order cognitive processes in digitally mediated educational settings.

Implications for practice or policy:

• Curriculum designers should integrate AI literacy across disciplines to enhance students’ critical thinking skills.
• Instructors can enhance engagement by using inquiry-based tasks that require students to actively use AI tools.
• University leaders can enhance outcomes by incorporating comprehensive digital literacy training into their programmes.
• Policymakers should address equity gaps by funding initiatives that promote AI literacy and digital inclusion.
• Faculty developers could prioritise training educators to model ethical and reflective AI practices.