ARTIFICIAL INTELLIGENCE AND CRITICAL THINKING: IMPLICATIONS FOR THE EDUCATION OF STUDENTS IN BASIC EDUCATION

Abstract

The accelerated advancement of digital technologies, particularly artificial intelligence (AI), has led to profound transformations in the ways knowledge is produced, circulated, and validated in contemporary society. In the educational field, these changes raise important reflections on the role of schools in preparing students to critically interpret information, evaluate sources of knowledge, and develop complex cognitive skills in a context marked by information abundance and increasing technological mediation. In this context, the development of critical thinking becomes a central element in the formation of autonomous individuals capable of interacting ethically and reflectively with technological systems based on artificial intelligence. This study critically analyzes the implications of artificial intelligence for the development of critical thinking in basic education, considering both the pedagogical possibilities offered by these technologies and the challenges associated with their use in the school environment. Methodologically, this is a qualitative bibliographic study, developed through a systematic review of the scientific literature on artificial intelligence in education, critical thinking, and pedagogical innovation. The analysis shows that AI-based tools can expand access to information, promote personalized learning practices, and support investigative processes that stimulate reflection and argumentation. However, risks are also identified, including excessive dependence on automated systems, the reproduction of algorithmic biases, and the reduction of cognitive effort in knowledge construction. It is concluded that the integration of artificial intelligence in basic education requires pedagogical approaches that prioritize the development of critical thinking, intellectual autonomy, and reflective analytical skills, ensuring that digital technologies are used as tools to support learning rather than as substitutes for the active process of knowledge construction.