The rise of Artificial Intelligence (AI) has significantly transformed how students access and process information, particularly in the realm of academic research. AI-powered tools, such as ChatGPT and other machine learning algorithms, offer highly efficient means of conducting literature searches, generating quick and relevant results with minimal effort. This shift from traditional manual search methods to AI-driven systems is reshaping the academic landscape, raising important questions about the implications for critical thinking, independent information selection, and cognitive development.

Historically, students have relied on traditional search methods, such as navigating academic databases like Google Scholar, JSTOR, and library repositories, to find relevant literature for their academic work. This process demands a high level of engagement, encouraging students to develop critical thinking and information literacy skills by evaluating multiple sources, filtering information, and making informed judgments. However, as AI tools increasingly dominate the search process, the ease and speed with which information is accessed could potentially come at the cost of reducing opportunities for cognitive engagement and independent decision-making. The question at the heart of this research is whether the efficiency provided by AI search tools undermines students’ ability to independently assess the quality and relevance of information, and whether developing effective AI prompts can offset these side effects.

Keywords: AI, ChatGPT, learning development, literature search.