AI-Assisted Learning Dependency and Its Association with Self-Reported Critical Thinking Among Undergraduate Nursing Students

Background: Artificial intelligence (AI) is increasingly used in nursing education, raising questions about students’ reliance on AI-assisted learning and their perceived critical-thinking attributes. Objective: To examine the cross-sectional association between AI-assisted learning dependency and self-reported critical-thinking scores among undergraduate nursing students. Methods: This descriptive, cross-sectional correlational study included 815 undergraduate nursing students recruited through non-probability convenience sampling at the Faculty of Nursing, Damietta University, Egypt. Study-specific self-report questionnaires were used. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. Results: The mean AI-assisted learning dependency score was 44.13 ± 8.89 of a possible 60 (73.54% of the theoretical maximum), and the mean self-reported critical-thinking score was 50.86 ± 7.75 of a possible 60 (84.76%). The total scores were weakly and positively correlated (r = 0.15, p < 0.001). In simple linear regression, AI-assisted learning dependency was positively associated with self-reported critical-thinking scores (B = 0.13, β = 0.15, R2 = 0.02, p < 0.001). Conclusions: AI-assisted learning dependency had a weak positive cross-sectional association with self-reported critical-thinking attributes. The results do not establish a causal relationship or reflect objectively assessed critical-thinking performance. Further research incorporating psychometrically validated and performance-based assessments is warranted.