Integration of Artificial Intelligence as a Tool to Enhance Critical Thinking Skills and Foster Learning in Bioengineering Education

The rapid development of artificial intelligence (AI) technologies is transforming many fields, and engineering education is no exception. As engineering disciplines increasingly integrate complex problem-solving and analytical skills, the need for fostering critical thinking among students has become one of the most desirable outcomes in higher education. Critical thinking implies having the ability to analyze a problem, evaluate evidence and construct arguments. The aim of this work was to explore the potential of AI as a tool to enhance critical thinking and learning outcomes in a biochemistry course for engineering students. During the course, students develop a research-based project in which they attempt to propose a strategy for cancer treatment based on biomolecules and other course topics. The instructions of the project integrated ChatGPT as an information gathering tool where the intention was to assess the students' ability to critically analyze the quality of the information obtained and compare the information with traditional databases. Learning was determined by means of a standardized test and the results were compared to a control group. A survey was conducted as a data collection instrument where criteria associated with students' perception regarding the integration of AI in the course were assessed. Exam grades were significantly higher in the AI group ($85.3 \pm 10.03$) compared to the control group ($78.4 \pm 14.55$), with the difference being statistically significant ($p=0.031$). Regarding the survey, only a few students considered the information provided by AI tools to be completely reliable (12.7 %). Most students held neutral views on the ethics of using AI, reported moderate use of these tools and believed AI partially helped improve their academic performance. Additionally, students felt that AI provided motivation and helped improve the quality of their projects. Most students found it necessary to verify the information obtained from AI tools. They also believed AI made it easier to generate ideas for their projects and simplified project development. Furthermore, they expressed a desire to work on more projects incorporating this type of tools from the start, and almost all students wanted their professors to train them in using AI as part of their academic development. This suggests that students generally perceive AI as a useful tool for enhancing creativity and simplifying the project process. By integrating AI into research projects, engineering students can gain valuable assistance across various stages of the research process, from planning and data analysis to communication and critical reflection, ultimately enhancing their problem-solving skills and learning outcomes.