Development and Psychometric Validation of a Short-Form Critical Thinking Scale in Generative AI Contexts (GenAI–CrT): Evidence from Vietnamese EFL Learners

The rapid spread of generative artificial intelligence (GenAI) in education has intensified concerns about its impact on learners’ critical thinking, underscoring the need for reliable instruments to assess how students engage critically with AI-generated content. This study adapted, developed, and initially validated the Generative AI–Critical Thinking (GenAI–CrT) scale, an eight-item short-form instrument designed to capture EFL learners’ critical thinking in AI-enhanced learning contexts. Data from 233 Vietnamese undergraduates and graduates underwent exploratory and confirmatory factor analyses, supporting a theoretically grounded four-factor structure comprising analytical skills, logical reasoning, evidence evaluation, and open-mindedness. The scale demonstrated excellent model fit (χ²(14) = 23.49, p = .053; CFI = .990; TLI = .979; RMSEA = .054; SRMR = .023) and high internal consistency (α = .90). A regression model using a subsample (n = 189) explained approximately 7% of the variance in AI self-efficacy, suggesting that the four analytical dimensions of the GenAI–CrT function collectively, but not independently, in shaping learners’ confidence in using AI tools. Beyond psychometric validation, this study offers initial evidence that critical thinking operates as an integrated competence underpinning reflective and ethical engagement in AI-enhanced learning. The GenAI–CrT can further support teachers and curriculum designers in assessing and scaffolding learners’ analytical, evaluative, and open-minded interactions with AI-generated content.