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<p>As artificial intelligence (AI) becomes integral to engineering education, understanding how students develop AI-assisted creativity, the ability to generate original and valuable outcomes in collaboration with AI tools, is increasingly important. This study explores how critical thinking, creative self-efficacy, and perceived organizational support influence AI-assisted creativity among 729 engineering students (252 undergraduates, 203 master’s, and 274 doctoral). Results show that critical thinking directly enhances AI-assisted creativity and indirectly strengthens it through creative self-efficacy, which serves as a key mediator. While perceived organizational support does not directly affect creativity, it amplifies the impact of critical thinking. These relationships differ by educational level: critical thinking has a stronger effect among doctoral students, and organizational support varies in influence between master’s and doctoral cohorts, whereas creative self-efficacy remains stable across groups. This research advances theoretical understanding by identifying the key mechanisms through which critical thinking, creative self-efficacy, and perceived organizational support shape AI-assisted creativity.</p>

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Critical thinking and AI-Assisted creativity in engineering education: differences between Undergraduate, Master’s, and doctoral students

  • 期刊论文

  • 发表日期：

    2025年12月2日

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  • Huifen Guo,
  • Zhen Zhou,
  • Fengqi Ma,
  • Zhijun Ning

摘要

As artificial intelligence (AI) becomes integral to engineering education, understanding how students develop AI-assisted creativity, the ability to generate original and valuable outcomes in collaboration with AI tools, is increasingly important. This study explores how critical thinking, creative self-efficacy, and perceived organizational support influence AI-assisted creativity among 729 engineering students (252 undergraduates, 203 master’s, and 274 doctoral). Results show that critical thinking directly enhances AI-assisted creativity and indirectly strengthens it through creative self-efficacy, which serves as a key mediator. While perceived organizational support does not directly affect creativity, it amplifies the impact of critical thinking. These relationships differ by educational level: critical thinking has a stronger effect among doctoral students, and organizational support varies in influence between master’s and doctoral cohorts, whereas creative self-efficacy remains stable across groups. This research advances theoretical understanding by identifying the key mechanisms through which critical thinking, creative self-efficacy, and perceived organizational support shape AI-assisted creativity.