This paper critically examines the relationship between students' increasing reliance on generative artificial intelligence (AI) tools and the potential impact on critical thinking skill development in educational contexts. While AI technologies offer unprecedented capabilities to support learning, concerns have emerged regarding their effect on students' analytical and evaluative abilities. Through a systematic review of empirical studies published between 2010 and 2025, this research addresses a significant gap in understanding how AI integration influences cognitive skill development. The study employs mixed-methods analysis of 47 studies involving 8,952 students across educational levels to examine both direct and indirect effects of AI use on critical thinking metrics. Results suggest a complex relationship mediated by implementation factors, specifically revealing that passive AI consumption correlates with decreased critical analysis skills while structured integration exhibits positive outcomes. The paper proposes evidence-based pedagogical frameworks to mitigate potential negative effects while leveraging AI's educational benefits, contributing valuable insights for educational policy and practice in an increasingly AI-integrated learning landscape.

Keywords: generative artificial intelligence, critical thinking, cognitive development, educational technology, pedagogical strategies, higher education