Artificial Intelligence in Personalised Education with the Development of Critical Thinking

Artificial Intelligence (AI) has transformed modern-day education by facilitating customized learning experiences, but there are still issues about how it affects the growth of critical thinking skills. This experiment touches upon the issue of the tradeoff between algorithm-based personalization and the development of more advanced cognitive functions of AI-assisted learning. The study sets out to investigate the strengths, weaknesses, opportunities and threats of AI in personalised education, define pedagogical and ethical issues and give strategic suggestions of how AI can be used with reflective and analytical pedagogy. Based on a qualitative SWOT analysis model, scholarly literature, institutional reports and documented case studies of AI-assisted learning platforms in universities were utilized to elicit data. The findings highlight that AI improves learning by providing content dynamically, providing feedback in real-time, and also tracking learners. But it also points to the dangers of over-trusting automated instructions, reducing learner agency, and focusing on quantifiable performance outcomes. The discussion indicates the necessity of pedagogically based integration of AI that facilitates inquiry, collaboration, and positive struggle and overcomes ethical issues of data privacy, algorithmic bias, and digital inequality. The proposed research paper will help to place AI as facilitative and not as a substitute to human instruction and provide some guidelines on how future research efforts should be performed in an inclusive, explainable, and ethically regulated AI-based learning system.