El uso de la inteligencia artificial generativa como mediadora del pensamiento crítico y la autonomía del aprendizaje en la educación superior<b></b>

This article examines the role of generative artificial intelligence (GAI) as a mediator of critical thinking and learning autonomy in higher education. The expansion of tools such as ChatGPT, Gemini, and Copilot has transformed teaching and learning processes by offering conversational environments capable of dynamically generating, analyzing, and reflecting on information. However, this technological mediation raises ethical and pedagogical challenges related to cognitive dependence, authorship, and the reliability of information. The study argues that the critical and formative integration of GAI in higher education can enhance student autonomy and critical thinking when guided by metacognitive strategies, formative assessment, and ethical supervision.