The International Journal of Technology, Innovation, and Education

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Volume 4, 2026 – Issue 3

Examining the Interplay among AI, Dissertation Writing, and Critical Thinking Skills: A Mixed-Methods Study of Doctoral Students

Farah Chkarka 1*, Otmane EL Hosayny 2, and Hicham Fatmi 3

1 3 The Applied Linguistics and Artificial Intelligence Lab – ALAI. Moulay Ismail University, Faculty of Art and Humanities, Meknes, Morocco
2 Applied Language and Culture Studies Lab, Faculty of Letters and Humanities, Chouaib Doukkali University, El Jadida, Morocco

* Corresponding author: f.chkarka@edu.umi.ac.ma

DOI: 10.5281/zenodo.23583284

Abstract

The exponential adoption of Artificial Intelligence (AI)-powered tools in academia has reshaped the writing practices of Moroccan doctoral students conducting research projects. This study examines the extent to which Moroccan doctoral students use AI tools in dissertation writing and assesses the relationship between AI usage and critical thinking (CT) skills. Adopting a mixed-method explanatory sequential design, ninety-three conveniently selected doctoral students completed a designed Artificial Intelligence and Critical Thinking in Writing scale (AICTW), while fifteen participants underwent semi-structured interviews. Through descriptive, Pearson correlation, regression, and thematic analyses, the results revealed that doctoral students adopt AI-powered tools and Generative AI (GenAI) for tasks such as identifying research gaps, improving writing efficiency, and analyzing data. The correlational analysis demonstrated a moderate positive relationship between AI use and CT skills, indicating that students who frequently engage with AI tools tend to exhibit higher CT skills. Furthermore, the qualitative data revealed positive attitudes toward AI use in dissertation writing; however, participants also expressed concerns related to plagiarism, heavy reliance, and memory weakening. The findings highlight the need for more research into the influence of AI tools on higher-order thinking skills and for promoting AI literacy and deeper analytical thinking among doctoral students and researchers.

Keywords: artificial intelligence, AI tools, critical thinking, doctoral students, dissertation writing 

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Published

2026/10/31

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Section

Research Papers

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Chkarka, F., EL Hosayny, O., & Fatmi, H. (2026). Examining the interplay among AI, dissertation writing, and critical thinking skills: A mixed-methods study of doctoral students. The International Journal of Technology, Innovation, and Education, 4(3), 66–93. https://doi.org/10.5281/zenodo.23583284

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Chkarka, Farah, Otmane EL Hosayny, and Hicham Fatmi. 2026. “Examining the Interplay among AI, Dissertation Writing, and Critical Thinking Skills: A Mixed-Methods Study of Doctoral Students.” The International Journal of Technology, Innovation, and Education 4 (3): 66–93. https://doi.org/10.5281/zenodo.23583284.

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Chkarka, Farah, et al. “Examining the Interplay among AI, Dissertation Writing, and Critical Thinking Skills: A Mixed-Methods Study of Doctoral Students.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, Oct. 2026, pp. 66–93, https://doi.org/10.5281/zenodo.23583284.

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F. Chkarka, O. EL Hosayny, and H. Fatmi, “Examining the interplay among AI, dissertation writing, and critical thinking skills: A mixed-methods study of doctoral students,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, pp. 66–93, Oct. 2026, doi: 10.5281/zenodo.23583284.

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Chkarka, F., EL Hosayny, O. and Fatmi, H. (2026) “Examining the interplay among AI, dissertation writing, and critical thinking skills: A mixed-methods study of doctoral students,” The International Journal of Technology, Innovation, and Education, 4(3), pp. 66–93. Available at: https://doi.org/10.5281/zenodo.23583284.

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Chkarka F, EL Hosayny O, Fatmi H. Examining the interplay among AI, dissertation writing, and critical thinking skills: A mixed-methods study of doctoral students. The International Journal of Technology, Innovation, and Education [Internet]. 2026 Oct 31;4(3):66–93. Available from: https://ijtie.com/wp-content/uploads/2026/10/N40321.pdf

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Chkarka, F., EL Hosayny, O., & Fatmi, H. (2026). Examining the interplay among AI, dissertation writing, and critical thinking skills: A mixed-methods study of doctoral students. The International Journal of Technology, Innovation, and Education, 4(3), 66–93. https://doi.org/10.5281/zenodo.23583284

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About the authors
  1. Farah Chkarka is a doctoral student in Applied Linguistics at Moulay Ismail University in Meknes, Morocco. Her research focuses on Artificial Intelligence in higher education, particularly AI literacy and ethical academic conduct. She has published work on AI literacy and academic integrity, and she is particularly interested in the ethical and pedagogical implications of AI in higher education, including responsible AI integration, critical thinking, authentic assessment and the ethical and effective use of AI tools among students.
    f.chkarka@edu.umi.ac.ma
    ↩︎
  2. Otmane EL Hosayny is a doctoral candidate at the Faculty of Letters and Humanities, Chouaib Doukkali University (El Jadida). His work links educational psychology and educational technology, targeting metacognition, writing, and AI in higher education. He has presented at numerous national and international conferences, participated in two Erasmus+ programs at Universidad de Santiago de Compostela (2023–2024), and published several peer-reviewed articles in reputable journals.
    elhosayny.otmane@ucd.ac.ma
    ↩︎
  3. Hicham Fatmi is a full professor and vice dean at the School of Arts and Humanities at Moulay Ismail University, Meknes. He is a member of the Applied Linguistics and Artificial Intelligence Research Laboratory, where he contributes to research on language education and technology. He holds a “Doctorat National” in technology integration in the EFL classroom. His academic interests include instructional technology, artificial intelligence (AI) in education, teacher education and teacher training, computer-mediated communication, social networks, and research methodology.
    h.fatmi@umi.ac.ma
    ↩︎
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