In modern education, artificial intelligence (AI) technologies are becoming an active participant in the learning process; however, their impact on students’ cognitive abilities, particularly on algorithmic thinking, remains insufficiently studied. In this regard, the aim of the article is to present the results of a comprehensive mixed-method study aimed at the quantitative and qualitative analysis of the process of forming algorithmic thinking in students when using AI. The article also describes the application of a mixed research design, including a bibliometric analysis using the PRISMA method, a pedagogical experiment employing tests and questionnaires based on the Likert scale, as well as a qualitative thematic analysis of interviews with students. The study involved 60 students divided into control and experimental groups to examine the impact of AI on the formation of algorithmic thinking.

The results showed a statistically significant increase in the level of algorithmic thinking in the experimental group. The survey revealed positive dynamics in the development of decomposition and critical thinking skills (a shift in the mode and media). The thematic analysis of interviews demonstrated the evolution of strategies of interaction with AI–from simple queries to dialogue, verification of results, and the development of metacognitive skills. The obtained results allow us to conclude that pedagogically organized interaction with AI changes students’ thinking strategies, making them more conscious and structured, and also confirms the effectiveness of the mixed-method approach for studying this phenomenon.