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Cited by 12Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationDigital Transformation of Higher Education

The DOI matches its Crossref record; 82 of the 82 references it cites were found in a registry or an index.

Generative artificial intelligence in higher education: A systematic review of perceptions, implementation and pedagogical transformation

Altamirano, Segundo Francisco Segura, Maquen‐Niño, Gisella Luisa Elena, Roldán, Carmen Margarita Guzmán, Herrera, Adelmo Pérez, Cárdenas, Diana Mercedes Castro·2026·Review of Education
DOI 10.1002/rev3.70152
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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. Context and implications: Rationale for this study: The rapid integration of generative artificial intelligence (GAI) in higher education lacks an updated synthesis addressing systemic patterns, geographical disparities and the gap between institutional investment and actual pedagogical transformation. Why the new findings matter: Our findings reveal a ‘curriculum integration paradox’ and an interconnected ethical ecosystem, providing an empirical framework to guide evidence‐based policies and practices in GAI implementation. Implications for practitioners, policy‐makers, and researchers: For practitioners, findings emphasize evolving from knowledge transmitters to learning experience designers, leveraging GAI to foster critical thinking and metacognition. For policymakers, results underscore the urgency of developing ethical, inclusive and context‐sensitive governance frameworks that address global digital divides while ensuring educational equity. For researchers, we identify critical gaps, including the absence of longitudinal studies and the need for integrated theoretical models connecting technology, pedagogy and ethics within expanded TPACK frameworks. The curriculum integration paradox particularly demands intervention studies exploring how professional development can translate into meaningful pedagogical transformation across diverse educational contexts.

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Crossref · 10.1002/rev3.70152

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Citations

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Research works printed but not linked: 9

  1. Alsaaty F. M., 2023, Beyond traditional learning: Embracing digital transformation and tackling ChatGPT concerns, Research in Higher Education Journal, 44, 1
  2. Burkhard M., 2023, How to Deal with AI‐powered writing tools in academic writing: A stakeholder analysis, International Association for Development of the Information Society, 187
  3. Conrad E. J., 2024, Acceptability, feasibility, and effectiveness of an artificial intelligence chatbot in an asynchronous epidemiology course, International Journal of Multidisciplinary Perspectives in Higher Education, 9, 1
  4. Craft B. A., 2024, When you come to a fork in the road, take it, and the future Ain't what it used to Be: Lessons in living with ChatGPT, Research Issues in Contemporary Education, 9, 125
  5. King M., 2024, The case for Cognicy, Research Issues in Contemporary Education, 9, 8
  6. Kohnke L., 2024, Embracing generative artificial intelligence: The perspectives of English instructors in Thai higher education institutions, Knowledge Management & E‐Learning, 16, 653
  7. Ojo O., 2024, Exploring factors influencing Nigerian higher education students to adopt ChatGPT in learning, International Journal of Education and Development using Information and Communication Technology, 20, 39
  8. 10.3390/admsci.15050184 · DOI
  9. UNESCO, 2021, Recomendations the ethics of artificial intelligence

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Metadata

Authors
Altamirano, S. F. S., Maquen‐Niño, G. L. E., Roldán, C. M. G., Herrera, A. P., & Cárdenas, D. M. C.
Affiliations
  • Universidad Nacional Pedro Ruíz Gallo (PE)
  • Faculty of Physical Sciences and Mathematics Universidad Nacional Pedro Ruíz Gallo Lambayeque Peru
Corresponding author
Altamirano, Segundo Francisco Segura
ORCID
Venue
Review of Education
Publisher
Wiley
Published
2026-04
Volume
14
Issue
1
ISSN
2049-6613 (ISSN-L)
DOI
10.1002/rev3.70152
OpenAlex
W7148632853
Cited by
12
References
64
Citations by year
2026: 12
FWCI
11.75
Type
journal article
Language
en
Open access
closed
Licence
Locations
Review of Education (publishedVersion)
Topics
  • Social Sciences › Education › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Social Sciences › Education › Digital Transformation of Higher Education
Keywords
generative AI, higher education, pedagogical transformation, student perceptions, teacher perceptions, faculty development, curriculum integration, ethical risks, academic integrity, privacy, algorithmic bias, educational equity, digital divide, Global North and Global South, metacognition, participatory governance, TPACK, AI implementation barriers, AI adoption in education, educational technology governance, critical thinking

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