Digital technologies and cognitive approaches in the development of critical thinking and creativity: Factual analysis of the artificial intelligence and neuroscience-based learning processes of university students

The current research seeks to comprehensively analyse the comparative interaction between artificial intelligence-assisted learning and neuroscience-based cognitive strategies in developing the critical thinking and creativity skills of higher education students. The research employed comparative case study pattern, which is a qualitative research method. The study group consisted of 120 university students in total who participated in a university-level course focusing on critical thinking and problemsolving skills. The study collected qualitative data through semi-structured interviews, which the researchers then analyzed thematically to detect recurring trends and insights. The analyses showed that Artificial Intelligence (AI) assisted digital group enjoyed higher diversity of opinions and developed faster problem-solving skills. However, the Cognitive Group displayed more depth, originality, and conceptual integrity of ideas. As a critical finding, it has been determined that students who use AI show the tendency to transfer part of their cognitive responsibility to AI tools, whereas the meta-cognitive awareness and selfregulatory skills of the Cognitive Group are more developed. These findings indicate that although AI-assisted learning supports creativity, it manifests different effects on the nature of the autonomous cognitive efforts of students. The study presents recommendations for structuring the AI integration in higher education with pedagogical approaches which protect the autonomy and cognitive participation of students.