The Tension Between AI-Driven Knowledge Building and Critical Thinking among College Students in Tanzania

Leonard Nyanzira
Department of Management Studies
Tanzania Institute of Accountancy (TIA), Mwanza Campus, Tanzania
Corresponding email: leonardnyanzira@gmail.com
ORCiD ID – https://orcid.org/0000-0002-7247-8893

Abstract: This study investigates the dual role of generative AI (GAI) tools in higher education, focusing on the tension between knowledge construction and critical thinking. A survey was administered to students in higher learning institutions in Mwanza and Dodoma, Tanzania. Quantitative findings reveal that GAI is deeply integrated into learning routines, with a majority of respondents using it daily or weekly primarily for research, problem-solving, and simplifying complex concepts. However, a significant concern emerged, with over 60% of students identifying “reduced critical thinking” as a primary risk, highlighting an acute awareness of the potential for passive consumption and over-reliance. Crucially, students are proactively developing metacognitive strategies to mitigate these risks, with the most common being verification of AI outputs against credible sources and critical prompting. The study concludes that while GAI serves as a powerful scaffold for efficient knowledge construction, its perceived threat to critical thinking is substantial. These findings underscore the urgent need for pedagogical frameworks that integrate “critical AI literacy” to help students harness these tools effectively without compromising higher-order cognitive skills.