ARTIFICIAL INTELLIGENCE AND STUDENTS’ COGNITIVE DEVELOPMENT: A DIDACTIC ANALYSIS

Abstract

The rapid integration of artificial intelligence into higher education is transforming learning processes and raising critical questions about its impact on students’ cognitive development. This study aims to examine the relationship between AI usage and key cognitive indicators, including critical thinking, metacognitive awareness, and information literacy, from a didactic perspective. The research is based on a quantitative design with elements of correlational analysis. Empirical data were collected through a structured survey conducted among 812 university students in Almaty from January to March 2026, representing both national and private higher education institutions. The findings reveal that AI usage itself does not negatively affect cognitive development; however, excessive dependency on AI is associated with a decline in critical thinking and metacognitive regulation. Cross-tabulation and correlation analyses demonstrate that students with low AI dependency exhibit higher levels of critical thinking and self-regulation, while those with high dependency show significantly weaker cognitive performance. At the same time, metacognitive awareness and information literacy act as protective factors, reducing reliance on AI and supporting independent cognitive functioning. The study highlights the importance of balanced and reflective AI integration in education. From a didactic perspective, the results emphasize the need for pedagogical strategies that foster critical engagement, self-regulation, and conscious use of AI tools. The research contributes to the theoretical understanding of AI as a cognitive mediator and provides practical implications for designing effective AI-enhanced learning environments.