This research examines the factors that affect critical thinking disposition (CTD) in Malaysian university students using AI-based educational technologies. It analyzes the impact of AI literacy (AIL), perceived ease of use (PEOU), perceived usefulness (PU), and motivation (MO) through the lens of the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT). Using a cross-sectional survey design, data were collected from 483 participants and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that AIL, PU, and MO positively and significantly impact CTD, with motivation being the most critical factor. Contrary to expectations, PEOU was found to influence CTD negatively, thus suggesting that while ease of use is important, it may lead to superficial engagement, hindering the deep cognitive processing necessary for critical thinking. The study also confirms significant correlations among the predictors, highlighting that AI literacy enhances perceived ease of use, influencing perceived usefulness and ultimately boosting motivation. These findings underscore the importance of designing AI tools that balance user-friendliness with complexity to encourage critical engagement. Additionally, the study emphasizes the need to integrate AI literacy into higher education curricula to better prepare students for future challenges. The research contributes to the growing body of knowledge on AI-driven learning environments and fosters critical thinking skills. Future research is suggested to explore these relationships in different cultural contexts and to include qualitative approaches for a more comprehensive insight.