Impacts of ChatGPT on Critical Thinking: Perceptions of Tanzanian Higher Education Students

Abstract

In Tanzania, there exists a variety of perceptions regarding the adoption of Artificial Intelligence (AI) in education, particularly concerning the use of ChatGPT, raising concerns with mixed perceptions about its influence and potential effects on critical thinking and traditional learning practices. Consequently, this study took initiative to explore perception of students in utilizing ChatGPT in the academia and offer future directives. To achieve its objectives, the study used a mixed methods approach, using 170 students from two higher education institutions: Institute of Finance Management (IFM) and Moshi Co-operative University (MoCU). A convenient sample of 133 students was obtained through online questionnaires. The study found out that majority of the students (n=124, 93%) were aware of ChatGPT and utilizes it as a study and writing support mostly. Majority, (n=72, 55%) noted that ChatGPT has influenced their critical thinking positively while few (n=35, 26.7%) said it has impacted them negatively due to overreliance and disruption to traditional learning methods. Also, (n=98, 85.2%) noted that ChatGPT plays a supportive role to education while few (n=17, 14.8%) noted it was a threat to education echoing the dilemma that the country faces with adoption of AI in education. Many (n=53, 43.1%) noted they were not sure if ChatGPT is being misused or not in the academic as there are no clear guidelines and policies which have established fair use. The study recommends developing clear policies for ChatGPT integration in teaching, ensuring it complements—rather than replaces—critical thinking, human interaction, and creativity. Ethical guidelines should address plagiarism, fair use, and balanced adoption alongside other AI tools.