The impact of artificial intelligence on logic skills, critical thinking, and student creativity

Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 3 (Nov 2025), p. 284-300 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS The impact of artificial intelligence on logic skills, critical thinking, and student creativity Agnes Febriyanti Suryanto1, Majid Wajdi2, Prakash Kumar Sahoo3, QingHao Wu4, Norhayati Mohd Yusof5, Yuen Fook Chan6 Politeknik Negeri Bali INDONESIA1,2 Kabi Samrat Upendra Bhanja College of Teacher Education, Odisha, INDIA3 Shenyang Institute of Science and Technology, CHINA4 Universiti Teknologi MARA (UiTM), MALAYSIA5 HELP University MALAYSIA6 Email: Abstract - The primary objective of this study centred on examining the influence of artificial intelligence (AI) on students’ cognitive development and creative capabilities within higher education. More specifically, the research sought to analyse the relationship between AI usage and the development of key cognitive faculties, such as analytical intelligence, logical reasoning, and creative problemsolving among university students. In undertaking this investigation, the researchers adopted a qualitative methodology, engaging primarily with secondary data sources. By systematically reviewing existing literature—from peer-reviewed scientific journals, scholarly articles, and other reputable academic publications— they were able to construct a comprehensive synthesis of current insights into how students are integrating AI tools into their academic routines and how these tools are perceived in the university setting. The findings of the analysis indicate that AI technologies have a significant, and in many cases positive, impact on students’ data analysis abilities and their comprehension of complex academic content. A noteworthy proportion of students reported that AI-based tools enabled them to deconstruct challenging subject matter more efficiently. This utility appeared to translate into noticeable improvements in their analytical intelligence. Furthermore, AI was highlighted as advantageous for synthesizing disparate pieces of information, thereby equipping students to approach and solve intricate academic problems more effectively. Nevertheless, while these technological benefits are substantial, the study drew attention to an important caveat: the tendency toward over-reliance on AI-driven solutions. For a subset of students, the ease and convenience offered by AI led to a diminished practice of independent problemsolving. In their reliance on automated assistance, some students risked neglecting the active engagement necessary for developing robust critical thinking skills and independent intellectual growth. This over-dependence on technological aids may, in the long term, hinder the cultivation of original thoughts and creative approaches essential at the tertiary level of education. Keywords: Artificial Intelligence (AI), Higher Education, Analytical Intelligence, Critical Thinking, Technology Dependency 1. Introduction This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/) 284 Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 3 (Nov 2025), p. 284-300 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS Artificial Intelligence (AI) has emerged as a dynamic and expanding subfield within computer science, centred on the ambition to design systems capable of tasks traditionally dependent on human intelligence. These range from recognizing speech and interpreting images, to making decisions, solving intricate problems, and grasping the subtleties of natural language (Bankins & Formosa, 2023). The central objective of AI is not merely to simulate human cognitive functions, but to construct machines that are capable of continual learning, adaptation, and selfimprovement through experience (Brown & Johnson, 2020). As such, advances in AI have brought transformative changes across myriad sectors—healthcare, finance, transportation, and, increasingly, education—by introducing novel efficiencies, new forms of interaction, and previously unforeseen capabilities. Within higher education, AI’s influence has become particularly pronounced due to its potential to reimagine and, arguably, revolutionize pedagogical processes and learning experiences. AI-powered educational tools now offer avenues for more personalized engagement, adaptive learning trajectories, and streamlined administrative operations (Afriadi et al., 2024). These intelligent learning platforms enable analysis of individual student progress at a granular level, facilitating tailored feedback and customized resources matched to each learner’s needs and challenges. For instance, AI-driven virtual assistants can efficiently guide students through complex administrative and academic tasks, while AI-enabled grading systems help expedite assessment, reduce instructor workload, and deliver rapid, objective feedback. These developments collectively suggest a more responsive and individualized education, capable of addressing both the diversity and the scale of student populations in modern universities. Nonetheless, the integration of AI is not without significant debate. While its promise for enhancing the efficiency and effectiveness of education is considerable, an increasing body of scholarship raises caution regarding potential drawbacks, particularly pertaining to students’ cognitive skills. There is growing concern that heavy reliance on AI may inadvertently erode foundational abilities such as logical reasoning, critical thinking, and creativity. These capacities are not merely academic skills—they underpin the ability to reflect deeply, untangle complex issues, and design innovative solutions in both academic and professional contexts. As higher education institutions accelerate the adoption of AI, the central challenge becomes one of balance: ensuring that technology supplements and enriches, rather than supplants or diminishes, the development of these vital cognitive skills. The increasing integration of AI in education represents a juncture of significant opportunity and profound challenge. On one hand, the personalizing effect of AI has the capacity to revolutionize learning experiences, adapting teaching to the individual strengths and weaknesses of each student. AI can facilitate highly targeted instruction, thereby promoting efficient skill development and deeper engagement. Extant research substantiates this potential, indicating that AI can enhance technical competencies, assist with problem-solving, and even foster development in data analysis and logical reasoning (Brown & Johnson, 2020). Additionally, AI systems may help democratize education by opening up tailored resources and feedback to learners who may otherwise be underserved in traditional model (...truncated)