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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 0000-0002-0103-7222), Gisella Luisa Elena Maquen-Niño (ORCID 0000-0002-9224-5456), Carmen Margarita Guzmán Roldán (ORCID 0000-0002-5073-426X), Adelmo Pérez Herrera (ORCID 0000-0001-5909-0811), Diana Mercedes Castro Cárdenas (ORCID 0000-0001-8489-9671)
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
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  Data: Generative Artificial Intelligence in Higher Education: A Systematic Review of Perceptions, Implementation and Pedagogical Transformation
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  Data: <searchLink fieldCode="AR" term="%22Segundo+Francisco+Segura+Altamirano%22">Segundo Francisco Segura Altamirano</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0103-7222">0000-0002-0103-7222</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gisella+Luisa+Elena+Maquen-Niño%22">Gisella Luisa Elena Maquen-Niño</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9224-5456">0000-0002-9224-5456</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carmen+Margarita+Guzmán+Roldán%22">Carmen Margarita Guzmán Roldán</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5073-426X">0000-0002-5073-426X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adelmo+Pérez+Herrera%22">Adelmo Pérez Herrera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5909-0811">0000-0001-5909-0811</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diana+Mercedes+Castro+Cárdenas%22">Diana Mercedes Castro Cárdenas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8489-9671">0000-0001-8489-9671</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. 2026 14(1).
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  Data: 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
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  Data: 34
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Developed+Nations%22">Developed Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Integrity%22">Integrity</searchLink><br /><searchLink fieldCode="DE" term="%22Privacy%22">Privacy</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Automation%22">Automation</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Governance%22">Governance</searchLink>
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  Data: 10.1002/rev3.70152
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  Data: 2049-6613
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  Data: 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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