Artificial Intelligence and Human Cognitive Development: A Thematic Analysis

There is still uncertainty surrounding whether generative artificial intelligence (GenAI) enhances or decreases human cognition, as the proof is scattered all around. This thematic analysis synthesises 46 core peer-reviewed articles (2011–2026), selected from 165 Scopus records after an assessment, to conclude how AI applications affect the development of human cognition in learning. The six-phase process proposed by Braun and Clarke (2006) yielded six themes: (1) AI-assisted performance does not equal productive learning; (2) cognitive offloading is mixed in quality and dependent and autonomous vary in approach; (3) critical and higher-order thinking depend on usage of AI rather than simply on AI existence; (4) metacognition, self-regulation, and calibration play the main role; (5) either strengths of creativity and cognitive agency depend on process of engagement; and (6) pedagogical design has implications for all listed above. The proof of a long-lasting, self-sufficient gain is scarce and varies, whereas the data largely comprise cross-sectional opinions of university undergraduates. The final evaluation shows that the cognitive influence of artificial intelligence is variable. It's dependent on the governing behaviour and the teaching method. The research gives rise to a human-centred agenda, which aims to maintain productive effort, use artificial intelligence indirectly, and assess the process besides the result.