<![CDATA[Integrating generative artificial intelligence (GAI) tools into higher education has sparked debate over their impact on student learning outcomes. While concerns about academic dependency persist, limited empirical evidence exists regarding AI's potential to enhance critical thinking skills in technical education contexts, particularly in non-Western polytechnic environments. This study investigates how structured GAI integration influences the development of critical thinking among polytechnic students in electrical and mechatronics engineering programs. A mixed-methods design involving 515 students from Politeknik Negeri Cilacap, Indonesia, was employed. A pre-post intervention measured critical thinking using the Watson-Glaser Critical Thinking Appraisal–Short Form (WGCTA-SF). Qualitative data were gathered through focus group discussions, reflective journals, and interviews. Results indicated significant improvement in critical thinking scores (pre-test: M=67.3, SD=8.4; post-test: M=74.8, SD=7.2; t (495) = 12.67, p<0.001, Cohen's d=0.94). The largest gains appeared in argument evaluation (21.3%), inference making (18.2%), and recognition of assumptions (15.7%). Qualitative analysis identified four mechanisms underpinning these gains: scaffolded questioning, exposure to multiple perspectives, iterative refinement processes, and development of metacognitive awareness. These findings suggest that GAI tools, when embedded within structured pedagogical frameworks, function as sophisticated cognitive scaffolds that enhance rather than replace critical thinking. This study provides evidence for a paradigm shift: from viewing AI as a task-completion aid to recognising its potential as a critical-thinking development tool in technical higher education.]]>
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