Impact of generative AI on higher order thinking skills (HOTS) in higher education: a multi-actor analysis

This study examines the perceived influence of Generative Artificial Intelligence (GenAI) on Higher Order Thinking Skills (HOTS) in higher education through a multi-actor analysis at Universidad de los Andes, Colombia. Using a concurrent mixed-methods approach, we conducted nine semi-structured interviews with academic administrators, twelve focus groups with sixty-five faculty members, and surveyed 529 students. Qualitative data were coded for four HOTS: critical thinking, creative thinking, reasoning, and metacognition. Findings reveal that concerns about creative thinking were the most frequently mentioned (31%), followed by general cognitive skills (25%) and critical thinking (24%), while reasoning (11%) and metacognition (9%) received less attention. Notably, patterns of concern varied significantly across stakeholder groups: students expressed greatest worry about creative thinking (50% of coded entries), fearing loss of creative capacity through AI dependency; faculty showed more balanced concerns and openness to using GenAI as a creativity catalyst; academic administrators prioritized critical thinking (30%) and reasoning (26%), linking these to digital literacy and institutional quality. Results suggest the need for developmental frameworks that consider when and how AI assistance is pedagogically appropriate, multi-level institutional responses addressing divergent stakeholder concerns, and ongoing dialogue about balancing efficiency gains with cognitive development. The research contributes to understanding GenAI’s complex, sometimes contradictory impacts on thinking skills in higher education.