GPT Usage as a Predictor of 21st-Century Skills: Creativity, Critical Thinking, and Self-Direction Among Undergraduates

Abstract

The rapid emergence of generative artificial intelligence (AI) technologies has significantly transformed teaching and learning practices in tertiary education. Tools such as ChatGPT provide new opportunities for students to access information, generate ideas, and support academic tasks. This study examined the impact of generative AI applications on students’ 21st-century skills, particularly creativity, critical thinking, and self-direction, in tertiary institutions. A quantitative research design was employed, and data were collected through a structured questionnaire administered to 300 undergraduate students selected through simple random sampling from different academic departments. The data were analyzed using descriptive statistics, correlation, and regression analysis. The findings revealed a strong positive relationship between the use of generative AI tools and the development of students’ creativity, critical thinking, and self-directed learning. Previous studies (Azhar, Iqbal, & Imran, 2025) also reported improvements in idea generation, problem-solving ability, and analytical thinking among students using AI tools. However, responsible and guided use of AI is essential to maintain academic integrity and promote independent learning.