PERI-SUSTAINABLE PREFRONTAL TERTIARY OBLIGATIONS (PSPTO): STUDY ON AI TOOL DEPENDENCY AND DECLINE IN COGNITIVE ABILITIES AMONG YOUTH

Abstract

OBJECTIVE: To determine the association between AI tool dependency and self-reported deterioration of an analytical, creative, and systems thinking in higher education students, and suggests the Peri-Sustainable Prefrontal Tertiary Obligations (PSPTO) framework as an intervention approach.

METHODOLOGY: It was cross-sectional survey-based research on 400 participants (students aged 18-24) with varying academic backgrounds. The use of AI tools, apparent assistance, and possible negative effects as well as cognitive-behavioral effects were measured using a structured questionnaire. The analysis of data and contextualization of survey results with national and international studies were conducted using descriptive statistics, independent samples t-tests, and Exploratory Factor Analysis.

RESULTS: It was demonstrated that 86% of the interviewees used the AI tools in their daily life, and platform with the highest frequency was ChatGPT (71.3%). EFA established a three-factor measure of cognitive skills (analytical, creative, systems thinking). The high-dependency group was characterized by much higher perceived deteriorations in critical thinking (t (398) = 5.72, p < 0.001, d = 0.62) and problem-solving (t (398) = 4.95, p < 0.001, d = 0.55). Logistic regression results showed that daily users were more likely to report a significant loss in cognitive ability (OR = 3.4, 95% CI [1.9, 6.1], p < 0.001).

CONCLUSION: The PSPTO model offers a well guided approach in integrating AI in education, by promoting digital literacy, equitable use of AI, and critical assessment of AI.

KEYWORDS: Artificial Intelligence, ChatGPT, Academic Integrity, Critical Thinking, PSPTO Framework, AI Dependency.