Generative Artificial Intelligence in Higher Education: A Systematic Review of Perceptions, Implementation and Pedagogical Transformation
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| Title: | Generative Artificial Intelligence in Higher Education: A Systematic Review of Perceptions, Implementation and Pedagogical Transformation |
|---|---|
| Language: | English |
| Authors: | Segundo Francisco Segura Altamirano (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Artificial Intelligence, Technology Uses in Education, Technology Integration, Educational Technology, Program Implementation, Best Practices, Technological Literacy, Pedagogical Content Knowledge, Faculty Development, Developing Nations, Developed Nations, Ethics, Risk, Integrity, Privacy, Bias, Automation, Metacognition, Equal Education, Inclusion, Governance |
| DOI: | 10.1002/rev3.70152 |
| ISSN: | 2049-6613 |
| Abstract: | The integration of generative artificial intelligence (GAI) in higher education presents significant opportunities and challenges, yet a systematic understanding of its multifaceted impact remains fragmented. This systematic review synthesizes empirical evidence on GAI implementation to propose an integrated framework of best practices. We address four research questions examining student and faculty perceptions, institutional integration strategies and barriers, ethical risks and pedagogical innovation potential. Following PRISMA methodology and guided by the TPACK framework, we analysed 125 empirical studies published between 2021 and 2025. Our findings reveal four distinctive patterns. First, the 'curriculum integration paradox' shows that institutional investments in faculty development yield a negligible correlation (r = 0.12) with pedagogical transformation. Second, geographical analysis uncovers divergence between the Global North's focus on creativity enhancement and the Global South's challenges with fundamental access. Third, ethical risks form an interconnected ecosystem where academic integrity, privacy, bias and equity interact complexly. Fourth, persistent tension between enthusiasm (73% student adoption) and faculty resistance reflects deeper epistemological uncertainties. Discussion highlights that GAI's transformative capacity extends beyond automation to redefining pedagogical roles and fostering metacognition, yet realizing this potential requires comprehensive ecosystem development. We conclude that successful GAI integration demands more than technological adoption--it requires fundamental transformation of educational paradigms through contextually sensitive, ethically grounded strategies that balance innovation with equity. The proposed framework emphasizes systemic integration and participatory governance to create inclusive, effective educational futures. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503941 |
| Database: | ERIC |
| Abstract: | The integration of generative artificial intelligence (GAI) in higher education presents significant opportunities and challenges, yet a systematic understanding of its multifaceted impact remains fragmented. This systematic review synthesizes empirical evidence on GAI implementation to propose an integrated framework of best practices. We address four research questions examining student and faculty perceptions, institutional integration strategies and barriers, ethical risks and pedagogical innovation potential. Following PRISMA methodology and guided by the TPACK framework, we analysed 125 empirical studies published between 2021 and 2025. Our findings reveal four distinctive patterns. First, the 'curriculum integration paradox' shows that institutional investments in faculty development yield a negligible correlation (r = 0.12) with pedagogical transformation. Second, geographical analysis uncovers divergence between the Global North's focus on creativity enhancement and the Global South's challenges with fundamental access. Third, ethical risks form an interconnected ecosystem where academic integrity, privacy, bias and equity interact complexly. Fourth, persistent tension between enthusiasm (73% student adoption) and faculty resistance reflects deeper epistemological uncertainties. Discussion highlights that GAI's transformative capacity extends beyond automation to redefining pedagogical roles and fostering metacognition, yet realizing this potential requires comprehensive ecosystem development. We conclude that successful GAI integration demands more than technological adoption--it requires fundamental transformation of educational paradigms through contextually sensitive, ethically grounded strategies that balance innovation with equity. The proposed framework emphasizes systemic integration and participatory governance to create inclusive, effective educational futures. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70152 |
