The rapid integration of generative artificial intelligence (GAI) into higher education has not only transformed instructional practices but also reshaped how students engage in knowledge construction, reflection, and problem solving. As GAI tools become increasingly embedded in classroom contexts, it is crucial to explore how these technologies foster higher-order thinking, such as critical thinking. While prior research has examined the functional benefits and motivational aspects of AI use, limited empirical attention has been given to the psychological mechanisms through which technological engagement translates into cognitive growth of higher-order thinking. To address this gap, the present study investigates the effects of a GAI-supported instructional intervention on college students’ GAI use motivation, GAI use self-efficacy, and critical thinking dispositions. Using a 14-week single-group pretest–posttest experimental design, data were collected from 45 undergraduate students. Results indicated significant improvements in students’ GAI use motivation, GAI use self-efficacy, and critical thinking dispositions following the intervention. Path analysis further revealed that GAI use self-efficacy fully mediated the relationship between the motivation of using GAI and critical thinking dispositions. These findings suggest that increased motivation or exposure to GAI alone is insufficient to promote higher-order cognitive development. Instead, psychological empowerment—specifically, students’ confidence in their ability to strategically and effectively use GAI—serves as a critical mechanism linking technological engagement to sustained critical thinking growth. The study offers important implications for the design of GAI-integrated pedagogy, highlighting the need to prioritize self-efficacy development to support meaningful cognitive transformation in higher education.

Authors:
Rayen Jui-Yen Chang, National Chengchi University, Taiwan
Bethany C. Y. Wu, National Chengchi University, Taiwan
Yu-Chu Yeh, National Chengchi University, Taiwan
Yu-Chen Chih, National Chengchi University, Taiwan

About the Presenter(s)
With training in both social work and psychology, Dr. Bethany C. Y. Wu is dedicated to promoting public awareness of mental health issues and fostering the well-being of children and youth.

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