Generative Language Model and Critical Thinking in Students of a Peruvian State Higher Education Institution

Abstract

This academic work aligns with Sustainable Development Goal 4, "Quality Education," and aims to determine the correlation between the use of the Generative Language Model and critical thinking in students at a Peruvian state higher education institution. The study adopts a quantitative approach with a correlational design, using a sample of 155 students selected through probabilistic sampling. The results show that the majority (56%) of participants display a medium level both in the use of the Generative Language Model and in critical thinking skills. A positive and significant correlation (Spearman's Rho = 0.999) was observed between the use of the Generative Language Model and critical thinking, enhancing skills in analysis, evaluation, inferential reasoning, problem-solving, and self-regulation. The main conclusion highlights the potential of the Generative Language Model as an effective educational tool to strengthen critical thinking, provided its use is accompanied by appropriate pedagogical guidance