The Role of Generative Artificial Intelligence in Developing Creative Thinking and Improving Academic Achievement among University Students

Abstract

This study aimed to reveal the role of generative artificial intelligence tools in developing creative thinking and improving perceived academic achievement among university students, and to test whether this relationship differs according to gender or college type. The study adopted a descriptive correlational approach and was conducted on a sample of undergraduate students from Iraqi universities, selected using convenience sampling. The instrument consisted of forty items distributed across two fields: the use of generative artificial intelligence (frequency of use, brainstorming and idea generation, academic writing support) and creative thinking and perceived academic achievement (fluency, flexibility, originality, problem sensitivity, and perceived academic achievement). The findings indicated that students' use of Gen-AI tools was high overall, while their creative thinking and perceived academic achievement were at a medium-to-high level, with the lowest mean recorded for the originality dimension. A statistically significant, moderate, positive correlation was found between the use of Gen-AI and the development of creative thinking and academic achievement. No statistically significant differences were found according to gender, whereas statistically significant differences favoring students of scientific colleges were found according to college type. The study recommended embedding structured Gen-AI literacy training within university curricula, and balancing the use of such tools with independent thinking activities that safeguard the originality dimension of students' creative thinking.