The European Educational Researcher

The Crisis of Critical Thinking in AI-Assisted Education

Liliana Mata 1 *
1 Vasile Alecsandri University of Bacau* Corresponding Author
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The European Educational Researcher, Volume 9, Issue 3, October 2026, pp. 63-67
OPEN ACCESS VIEWS: 25 DOWNLOADS: 13 Publication date: 15 Oct 2026
ABSTRACT
This editorial examines the emerging challenges of preserving critical thinking in AI-assisted education. While generative artificial intelligence can enhance learning efficiency and support complex intellectual tasks, it may also encourage cognitive substitution, where students rely on AI-generated solutions without developing independent reasoning skills. Drawing on recent empirical research, the editorial highlights the distinction between task performance and genuine understanding. It emphasizes the need to reconsider educational assessment by evaluating independent reasoning, critical engagement with AI-generated content, and the transfer of learning. The editorial argues that effective AI integration should strengthen rather than replace students’ intellectual engagement, ensuring that technological advancement supports the development of critical thinking and intellectual independence.
KEYWORDS
AI-assisted education, cognitive offloading, critical thinking, educational assessment, generative artificial intelligence.
CITATION (APA)
Mata, L. (2026). The Crisis of Critical Thinking in AI-Assisted Education. The European Educational Researcher, 9(3), 63-67. https://doi.org/10.31757/euer.934
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