This research investigates the relationship between artificial intelligence dependence and the critical thinking skills of undergraduate students at Laguna University. It proves the question of how much students in higher education rely on AI tools like Google Gemini and CiCi in performing academic tasks and how this reliance influences or affects their critical thinking along various dimensions, such as analytical reasoning, problem-solving, decision-making, logical arguments, and communication. The rationale behind this study lies in the increasing integration of AI into education, which provides both opportunities for improved learning and risks regarding reduced critical thinking and academic integrity. This study used a quantitative research design, specifically descriptive, correlational, and regression analyses based on data from the survey questionnaire conducted on 400 purposively sampled undergraduate students. The research was conducted during the 2024–2025 academic year at Laguna University. The survey measured the level of dependence on AI and assessed how far students felt the use of AI influenced different dimensions of their critical thinking skills. It endeavored to find how strong and significant the relationship is between dependence on AI and the development of critical thinking.

Findings indicate that students generally show a neutral level of AI dependence, using AI tools moderately for support in academic work without allowing it to replace their thinking processes. The overall perception is that AI assists in communication and problem-solving more positively than other critical thinking components, such as analytical reasoning, decision-making, and logical argumentation, which showed moderate influence. Of importance, the study found a significant positive relationship between reliance on AI and some critical thinking skills, such that the responsible use of AI tools actually strengthens the reasoning and-problem-solving powers of students without undermining their independent cognitive capabilities. iv In other words, this study balances AI usage with active engagement in critical thinking to avoid over-reliance that may be detrimental to intellectual growth. Therefore, it requires educational policies and curricula that shall ensure AI literacy without compromising those cognitive skills crucial for academic success and professional competency. It discusses ethical issues relevant to academic integrity and responsible uses of AI as part and parcel of ensuring maximum benefits of technology in education.

Overall, this study contributes to a better understanding of how AI can be appropriately integrated into higher education in a way that supports students' academic effort while fostering critical and independent thinking. It suggests the integration of training on ethical uses of AI with ongoing monitoring to ensure that AI supports, rather than detracts from, the development of critical thinking in undergraduate education. Future research may develop greater participant diversity and begin to explore longitudinal effects of dependence on AI on cognitive skills across academic careers.