In an era defined by instant information and pervasive digital tools, the foundational pillar of higher education, the cultivation of independent, critical thought, is increasingly under threat.
Universities, once bastions of rigorous debate and deep analysis, are grappling with concerns. While technology offers unprecedented access to knowledge, it simultaneously risks fostering a generation of students who prioritize passive consumption over active intellectual engagement.
This phenomenon is particularly acute in developing regions like East Africa, including Rwanda, where the drive for technological advancement in education must be carefully balanced with the imperative to foster genuine critical thinking skills.
A major catalyst in this overshadowing is the extensive influence of artificial intelligence (AI). Tools like ChatGPT, Predictive AI, and Generative AI, while undeniably powerful when used discerningly, present a temptation for students to rely on synthesized information rather than using crucial processes of analyzing, questioning, and evaluating ideas themselves.
A study by Michael Gerlich (Center for Strategic Corporate Foresight and Sustainability at SBS Swiss Business School) found that as many as 83% of students express concern that excessive reliance on AI could weaken their ability to think independently and make responsible decisions.
Furthermore, a study on AI tool usage and critical thinking abilities revealed a significant negative correlation between frequent AI tool usage and critical thinking abilities, mediated by increased cognitive offloading.
Younger participants, in particular, exhibited higher dependence on AI tools and lower critical thinking scores.
Beyond the allure of AI, the prevailing evaluation systems within universities exacerbate the problem. The relentless pressure to achieve high grades often steers students towards memorization and rote learning, rather than encouraging intellectual risk-taking or creative reasoning.
When academic success is primarily measured by quantitative scores, attributes like intellectual curiosity, analytical prowess, open-mindedness, decisive judgment, reflection, and healthy skepticism become secondary.
This creates an environment where critical thinking becomes an illusion, sometimes leading to academic dishonesty, with concerns heightened during exams where AI access is typically prohibited.
Adding to this is the commodification of education, where a university degree is increasingly viewed as a transactional experience rather than a transformative journey. This commercialization can diminish the incentive for deep thinking, transforming higher education from a space for developing philosophical, ethical, or critical perspectives into a mere credentialing exercise.
The urgency of this issue is echoed globally. The World Economic Forum’s “Future of Jobs Report (2023-2027)” identifies “analytical thinking” (a synonym for critical thinking) as the most sought-after skill across various industries worldwide. Paradoxically, while demand for critical thinking is soaring, studies suggest that many students show no significant improvement in critical thinking abilities after completing a college degree.
This disconnect highlights a critical void in contemporary educational practices. In the context of Rwanda and the wider East African region, the challenge is multifaceted.
While there is a strong governmental push towards a knowledge-based economy and the integration of Information and Communication Technology (ICT) in education, as outlined in Rwanda’s Competence-Based Curriculum (CBC), there are inherent challenges.
A 2024 review on ICT integration in Rwandan education highlighted persistent issues such as limited internet access, a shortage of skilled human resources, inadequate project governance, and insufficient maintenance of ICT equipment.
These factors can hinder the effective pedagogical shifts needed to foster critical thinking, even when the curriculum formally emphasizes it.
Furthermore, a 2013 study investigating critical thinking at Rwandan public universities found that students were not significantly improving in their critical thinking ability during their time at university.
The study concluded that while innovative classroom practices can positively impact critical thinking, their effective implementation is often hampered by faculty motivation and understanding of such pedagogical approaches. This suggests a need for targeted training and support for educators to effectively integrate critical thinking methodologies.
To help students think more critically, especially in countries like Rwanda, universities need to change how they teach and test. Instead of focusing only on memorizing facts, they should use open-ended questions, case studies, and class debates.
Teachers should also be trained in new ways of teaching that encourage asking questions, group work, and solving real problems. Students must also learn how to use AI tools wisely—understanding what they can and cannot do, and not using them as shortcuts.
Creating a culture that values curiosity and deep thinking is important, even when the answers are not easy. For this to work well in Rwanda, schools must also invest in better internet, skilled teachers, and reliable computers. If we want students to solve real-world problems, schools must support learning that pushes them to think deeply and work hard for answers.
