The research explores AI over-dependency in education while examining its helpful effects on critical thinking. It aims to measure how often students rely on AI tools, for what purposes they use AI, and to what extent they rely on AI-generated content without verifying it. This study also analyzes the impact of AI over-dependency on students' ability to evaluate, analyze, and interpret information for decision-making. It further assesses cognitive engagement using critical thinking assessment skills across four key dimensions: interpretation, analysis, evaluation, and inference. The study examines whether students promote passive information consumption of AI- generated content or actively engage intellectually. It also aims to identify strategies for balancing AI assistance with traditional problem-solving methods to enhance critical thinking skills. The research is descriptive and exploratory in nature. The primary data collection method used, while the analysis relies on critical thinking assessment skills to measure students' cognitive engagement. Secondary data is collected from news articles, research papers, and journal publications. This study also seeks to determine how frequently students use AI for completing academic tasks, whether they directly accept AI-generated content or verify it with other sources. Additionally, it aims to understand whether AI negatively impacts students' problem-solving abilities. The study evaluates whether students accept AI-generated biased information or think critically rather than just accepting direct answers. It also examines whether students excessively rely on AI tools. Finally, this research provides strategies for balancing AI assistance with traditional problem- solving methods to ensure the development of critical thinking skills.