Overreliance on AI is the most prevalent pedagogical limitation (27 studies, 50%), followed by reduced critical thinking (25 studies, 46%)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the dominant pedagogical category of learner cognitive and autonomy risks, overreliance on AI was reported in 27 studies (50%) and reduced critical thinking in 25 studies (46%). → Espinoza-Celi V and Vargas-Saritama A 2026

Evidence¶

Espinoza-Celi V and Vargas-Saritama A 2026¶

Espinoza-Celi V and Vargas-Saritama A (2026) Technical and pedagogical limitations of artificial intelligence in undergraduate EFL higher education: a systematic review. Front. Educ. 11:1948091. https://doi.org/10.3389/feduc.2026.1948091

q2 · i? · review · r2

Qualitative synthesis of the 54 included studies codes pedagogical limitations into five higher-order categories; learner cognitive and autonomy risks dominate, with "overreliance on AI was reported in 27 studies (50%)". Frequencies are study-level prevalence, not effect sizes.

"Within this category, overreliance on AI was reported in 27 studies (50%), followed by reduced critical thinking in 25 studies (46%) and cognitive overload and learner confusion in 9 studies (17%)."

Discussion¶

Related Claims¶

• Meta-reviews reach contradictory conclusions on whether AI reliance harms or helps critical thinking, with substantial design limitations limiting generalizability — the general claim this finding bears on, with the studies behind it
• Academic integrity concerns were the third most prevalent pedagogical limitation, reported in 20 of 54 studies (37%) — related
• The most frequent co-occurrence pattern pairs AI system performance limitations with learner cognitive and autonomy risks, reported together in 25 studies (46%), as association rather than causation — related
• Unreliable AI-generated output is the most frequently reported technical limitation of AI-supported undergraduate EFL instruction, appearing in 22 of 54 studies (41%) — related
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• AI-based educational technology use is positively associated with critical thinking among undergraduate medical students — related
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• The review argues that the dominance of adaptive learning within AI integration undermines educational goals and limits student agency and creativity — related
• Student reflections identify speed and scaffolding as the dominant theme, with verification burden, overreliance worries, and prompt precision also prevalent — related
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• Persistent challenges include feedback inaccuracy, learner overreliance, and limited transparency — related
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