The rapid adoption of generative artificial intelligence tools such as ChatGPT and Google Gemini has significantly influenced teaching and learning practices in higher education. These tools assist students in completing assignments, generating ideas, summarizing academic content, and organizing information. While generative AI improves efficiency and accessibility, concerns have emerged regarding its potential impact on students’ critical thinking abilities and independent learning. This study explores the perceived effects of reliance on generative AI on college students’ critical thinking skills and examines faculty perspectives on the increasing use of these technologies in academic work. A qualitative exploratory research design was adopted using focus group discussions and student interviews.