Banjarmasin — The growing use of artificial intelligence (AI) in higher education has become a major trend, especially among English as a Foreign Language (EFL) students. A recent study by Raudhatul Haura from Islamic University of Kalimantan MAB Banjarmasin in 2026 found that AI literacy and critical thinking skills are the two strongest predictors of responsible AI use among university students. The findings highlight the urgent need for educational institutions to strengthen these competencies as AI tools like ChatGPT, Gemini, and Copilot become deeply integrated into academic life.
Generative AI has transformed how students learn, write, search for information, and complete assignments. For EFL learners, these tools are increasingly used to improve grammar, translate texts, develop writing ideas, and better understand difficult materials.
Despite the benefits, the study points out serious concerns. Many students rely on AI for quick answers without verifying the accuracy, checking for bias, or considering ethical implications. This raises important questions about how students engage with AI responsibly.
To explore this issue, Haura conducted a mixed-method study involving 350 EFL students in Indonesia. The research used a sequential explanatory design, combining quantitative surveys with qualitative interviews. The data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to identify relationships between variables.
The results showed that students’ AI literacy was relatively high, with an average score of 4.08. Critical thinking skills scored 3.95, while responsible AI use had the highest average at 4.12.
The strongest finding revealed that AI literacy had the greatest impact on responsible AI use, with a coefficient of 0.461. Critical thinking also showed a significant influence, with a coefficient of 0.382. Together, these two factors explained 64.8 percent of the variation in students’ responsible AI behavior.
According to Haura, students with stronger AI literacy are more cautious when using AI-generated information. Instead of accepting outputs immediately, they compare them with academic sources and verify their validity.
Similarly, students with strong critical thinking skills are more likely to analyze information carefully, evaluate arguments, and reflect on the reliability of AI-generated content.
The qualitative interviews identified four major themes. First, students see AI as a learning assistant rather than a replacement for human thinking. Second, AI-literate students are more aware of risks such as misinformation and algorithmic bias. Third, critical thinking helps students validate information more effectively. Fourth, students understand the importance of maintaining academic integrity while using AI tools.
Haura emphasized that while AI provides strong support in language learning—especially in brainstorming, grammar correction, and idea development—overdependence can weaken students’ reasoning abilities if not balanced with critical evaluation.
The study suggests that universities should no longer treat AI literacy as an optional skill. Instead, it should become an essential part of higher education curricula. At the same time, strengthening critical thinking must remain a priority to ensure students become not only capable technology users but also ethical and reflective learners.
As digital transformation accelerates, this research shows that the future of education depends not only on advanced technology but also on the human ability to use it wisely.
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