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Future research recommendations for transforming higher education with generative AI
Open accessAbstract
Higher education is crucial for producing ethical citizens and professionals globally. The introduction of generative AI (GenAI), such as ChatGPT, has posed opportunities and challenges to the traditional model of education. However, the current conversations primarily focus on policy development and assessment, with limited research on the future of higher education. GenAI's impact on learning outcomes, pedagogy, and assessment is crucial for reforming and advancing the workforce. This qualitative study aims to investigate student perspectives on GenAI's impact on higher education. The study uses an initial conceptual framework driven by a systematic literature review to investigate the opportunities and challenges of AI in education. This framework serves as an initial data collection and analysis framework. A sample of 51 students from three research-intensive universities was selected for this study. Thematic analysis identified three themes and 10 subthemes. The findings suggest that future higher education should be transformed to train students to be future-ready for employment in a society powered by GenAI. They suggest new learning outcomes—skills in learning and teaching with GenAI, AI literacy—and emphasize the significance of interdisciplinarity and maker learning, with assessment focusing on in-class and hands-on activities. They recommend six future research directions – competence for future workforce and its self-assessment measures, AI literacy or competency…
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“AI has prompted instructors to re-think the foundation of assessment, whether the traditional assessment types are still fit for purpose, and ultimately, the purpose of teaching, learning and the very existence of higher education (Chiu, 2024a; Irving-Walton, 2026).”
From Assessment-focused governance mode? Mapping Generative AI policies across 76 UK higher education institutions: Policy framework and recommendations (2026) · cites this paper as Chiu, 2024a
In the citing paper
“It suggests that introducing GenAI can shift the focus from transferring knowledge to processing knowledge and from disciplinary learning to interdisciplinary learning (Chiu, 2024).”
From Higher Education's Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania (2024) · cites this paper as Chiu, 2024
In the citing paper
“Increasing student con fi dence in utilising GenAI is thus an important consideration regarding student equity (Chiu, 2024; Ng et al., 2021).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
In the citing paper
“Understanding how GenAI tools function as well as their capabilities and limitations can help students use these tools responsibly and effectively (Chiu, 2024; Southworth et al., 2023).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
In the citing paper
“Meanwhile, whereas universities might have their own GenAI policies, students might not read or understand these documents (Chiu, 2024) or, in other cases, fi nd them lacking and ambiguous (Jisc, 2024).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
In the citing paper
“As an important adjunct, scholars have also pointed out the importance of addressing broader societal and ethical considerations of AI (Chiu, 2024; Hornberger et al., 2023).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
In the citing paper
“Other studies, however, point to considerable variance in students ' understanding of inappropriate or unethical use of GenAI (Chan, 2023b), again highlighting the need both for clear institutional guidance and policy, as well as explicit pedagogical focus on this area (Chiu, 2024; Kong et al., 2024; Walter, 2024).”
From Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module (2025) · cites this paper as Chiu, 2024
In the citing paper
“This is an approach that is in keeping with recent work positioning prompt engineering and pedagogical AI design as central academic competences for the GenAI era (Chiu, 2024; Mollick & Mollick, 2024).”
From Effects of Partial vs. Full Cognitive Offloading with Generative AI on Learning Retention (2026) · cites this paper as Chiu, 2024
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Items 101–200 of 537
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“Generative artificial intelligence (GenAI) has impacted education from both teacher and student perspectives (Chiu, 2024a), including language teaching and learning (Boudouaia et al., 2024; Carlson et al., 2023).”
InfluentialSelf-citationReconsidering teacher assessment literacy in GenAI-enhanced environments: A scoping review
Cui, Y. H., Meng, Y., & Tang, L. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105163 · Cited by 24
The Past, Present, and Future Use of Artificial Intelligence in Teacher Education
Mosher, M., Dieker, L., & Hines, R. (2024) · Journal of Special Education Preparation · doi:10.33043/8aa9855b · Cited by 18
“A study of 51 students from three research-intensive universities identified themes students believe future higher education institutions must provide future educators (Chiu, 2024).”
BackgroundDesigning for Literacy in a Postdigital World
Christensen, I. F., Dohn, N. B., & Christensen, L. L. W. (2025) · Postdigital Science and Education · doi:10.1007/s42438-025-00583-8 · Cited by 19
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Routray, R., & Khandelwal, K. (2024) · Asian Education and Development Studies · doi:10.1108/aeds-06-2024-0115 · Cited by 12
Jaldemark, J., Lundin, J., Säljö, R., Edwards, J., Gegenfurtner, A., Holmes, W., Järvelä, S., de Laat, M. F., Lindberg, Y., Littlejohn, A. H., et al. (2025) · Postdigital Science and Education · doi:10.1007/s42438-025-00602-8 · Cited by 37
“Should students learn to master GenAI services through skills of prompting and the ability to detect when AI is hallucinating, or should traditional methods of instruction, supervision, and assessment be protected through regulation and strict control (Chiu 2024)?”
Eyal, L. (2025) · Education Sciences · doi:10.3390/educsci15111452 · Cited by 20
“…higher-order thinking, reconfigured assessment, and integrated AI-ethical literacy in curricula, with growing emphasis on personalized instruction through educational chatbots for interactive support and large-scale adaptive learning systems (e.g., Bower et al., 2024; Chiu, 2023a; Walter, 2024).”
Zhang, H., & Wang, Q. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00544-y · Cited by 19
“…activities (Baidoo-Anu & Owusu Ansah, 2023; Wu et al., 2024), provide strategies for learning improvement (Kas-neci et al., 2023; Wu et al., 2024), and hold potential to facilitate self-regulated learning among learners (Chiu, 2024b; Molenaar et al., 2023; Wu et al., 2024; Xia et al., 2023).”
Adarkwah, M. A. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102636 · Cited by 25
Askari, M. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2537774 · Cited by 12
“Their application in writing assessments has enhanced structural consistency and efficiency (Al-Tamimi 2023; Atasoy and Arani 2025), though concerns persist around overreliance and diminished critical thinking (Bin-Nashwan, Sadallah, and Bouteraa 2023; Chiu 2024; Kasneci et al. 2023).”
Athanassopoulos, S., Tzavara, A., Aravantinos, S., Lavidas, K., Komis, V., & Papadakis, S. (2026) · Education Sciences · doi:10.3390/educsci16020228 · Cited by 22
Besties with bots: GenAI as a lesson plan evaluator for preservice teachers
Yang, S., & Appleget, C. (2025) · Journal of Digital Learning in Teacher Education · doi:10.1080/21532974.2025.2474932 · Cited by 18
“As highlighted by Chiu (2024) and Tlili et al. (2023), both teacher educators and PSTs must strengthen their AI literacy to collaborate more effectively with GenAI.”
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AI in EFL education: teachers’ competence and the roadblocks to teaching material development
Ilma, A., & Rohmah, Z. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2588471 · Cited by 20
“…of AI ethics and assessment distinguishes TAICS from earlier models and makes it particularly relevant in educational contexts where AI tools such as ChatGPT, Grammarly, or adaptive platforms are already reshaping formative and summative assessment practices (Chiu, 2024; C¸oban et al., 2024).”
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Wang, Y., Pi, T., & Xie, B. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13621-6 · Cited by 12
“Existing studies mainly assess ChatGPT’s efficacy (Rawashdeh et al., 2024; Yang et al., 2024) and examine the intention to use AI among university students and in-service teachers (Chiu, 2024; Iqbal et al., 2022; Molefi et al., 2024; Niloy et al., 2024; Shloul et al., 2024 ).”
Developing a college student feedback literacy scale for the GenAI context
Cui, Y. H., Meng, Y., Qian, X., & Tang, L. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2495048 · Cited by 17
“In addition, drawing on prior research on GenAI (Chiu 2024; Law 2024; Moorhouse and Kohnke 2024), we incorporated elements of feedback ethics and feedback prompting skills, such as, ‘I can continuously refine my prompts to improve the quality of GenAI-generated feedback’.”
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Hikmawati, A., & Mohammad, N. K. (2025) · Buletin Edukasi Indonesia · doi:10.56741/bei.v4i01.764 · Cited by 20
ChatGPT in Computer Science Education: A Case Study on a Database Administration Course
López-Fernández, D., & Vergaz, R. (2025) · Applied Sciences · doi:10.3390/app15020985 · Cited by 18
“Another very interesting recent study shows that students claim that a higher-education transformation is needed for future-ready employment in a GenAI-powered society, with the need for new learning skills and more interdisciplinary and hands-on topics [16].”
Towards Generative AI for Course Content Production: Expert Reflections
Ullmann, T., Edwards, C. B., Bektik, D., Herodotou, C., & Whitelock, D. M. (2024) · European Journal of Open Distance and E-Learning · doi:10.2478/eurodl-2024-0013 · Cited by 17
“Recommendations for a future research agenda include appraising new learning outcomes for both students and teachers, such as generative AI literacy and relating generative AI skills for future student employment (Chiu, 2024).”
Simanjuntak, A., Sutarman, A., Anjani, S. A., et al. (2025) · IAIC Transactions on Sustainable Digital Innovation (ITSDI) · doi:10.34306/itsdi.v7i1.706 · Cited by 13
“…Nations’ Sustainable Development Goals (SDGs), Orange Technology directly supports SDG 3 (Good Health & Well-Being) and SDG 4 (Quality Education), ensuring that AI-driven educational systems improve not only learning outcomes but also mental health, motivation, and holistic student development [5].”
Hershkovitz, A., Tabach, M., Reich, Y., Lurie, L., & Cholcman, T. (2025) · Systems · doi:10.3390/systems13070518 · Cited by 26
Bilstrup, K.-E. K., Connelly, L. C., Musaeus, L. H., Kaspersen, M. H., & Petersen, M. G. (2025) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3713043.3728857 · Cited by 12
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“Many universities are cautiously embracing GenAI while also developing guidelines to address its ethical implications, especially around academic integrity, privacy, and the quality of AI-generated content (Chiu, 2024; Michel-Villarreal et al., 2023).”
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Baskara, F., Winarti, E., & Prasetya, A. (2024) · Madaniya · doi:10.53696/27214834.863 · Cited by 13
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InfluentialSingh, R. G., & Ngai, C. S. B. (2024) · Discover Education · doi:10.1007/s44217-024-00211-w · Cited by 11
“Chiu’s [2] research focused on students’ perspective by examining the impact of ChatGPT on students’ learning outcomes and assessments, offering a range of recommendations such as equipping students with AI literacy.”
InfluentialFruehauf, E., Beman-Cavallaro, A., & Schmidt, L. (2024) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2024.102876 · Cited by 12
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Dong, J., & Wang, H. (2025) · Computer Assisted Language Learning · doi:10.1080/09588221.2025.2577369 · Cited by 12
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Using ChatGPT in Teaching Arabic as a Foreign Language
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Zhou, X., Liu, G., & Chiu, T. K. F. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2614080 · Cited by 15
Self-citationWang, S. I. C., & Liu, E. Z. F. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100488 · Cited by 19
Olszak, C. M., & Sączewska-Piotrowska, A. (2025) · Sustainability · doi:10.3390/su17198530 · Cited by 17
Shaping the future of education: a cluster analysis of generative AI’s transformative impact
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García-López, I. M., Soledad, M., & Espinosa, J. M. M. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2519133 · Cited by 5
“Recent research underscores the importance of developing policy frameworks that ensure transparency in the use of AI and protect students ’ rights (Chiu, 2024; Williamson & Eynon, 2021).”
Sui, X., Lin, Q., Wang, Q., & Wan, H. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13590-w · Cited by 9
“In the era of artificial intelligence, AIGC has a transformative potential in the field of educational assessment (Chiu, 2024).”
Din Eğitiminde Yapay Zekâ Teknolojileri: Fırsatlar ve Etik Tartışmalar
Altıntaş, M. C. (2025) · İslami İlimler Dergisi · doi:10.34082/islamiilimler.1601197 · Cited by 12
The Efficacy of GenAI Tools in Postsecondary Education
Chambers, L., & Owen, W. J. (2024) · Brock Education Journal · doi:10.26522/brocked.v33i3.1178 · Cited by 10
“As Chiu (2024) emphasizes, it is critical that students, the most important stakeholders in education, are involved in research that explores the impact of GenAI.”
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Connell Pensky, A. E., Usdan, J. H., & Chang, H. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00528-z · Cited by 9
“Indeed, Chiu ( 2024 ) found that many students hold optimistic views of the possibilities afforded by incorporat - ing genAI into the classroom, while at the same time students recognized the need to build their own genAI literacy.”
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Xia, Q., Yang, Y., Wang, W., & Yin, H. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70214 · Cited by 11
Adekoya, O. D., Ajonbadi, H. A., Mordi, C., Samuel, P., & Nguyen, H. (2026) · British Educational Research Journal · doi:10.1002/berj.70138 · Cited by 11
Xue, Y., Khalid, F. B., & Karim, A. B. A. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1610148 · Cited by 11
Jin, Y., Yang, K., Martínez‐Maldonado, R., Gašević, D., & Yan, L. (2026) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2026.100655 · Cited by 4
“In contrast, learners with lower literacy may rely passively on AI-generated text, misinterpret probabilistic outputs as definitive answers, or withdraw when AI feedback conflicts with prior understanding (Chiu, 2024; Zhai et al., 2024; Abbas et al., 2024).”
Muthmainnah, M., Asad, M. M., Yakin, A. M. A., & Almusharraf, N. (2025) · Asian Education and Development Studies · doi:10.1108/aeds-01-2025-0038 · Cited by 14
Megawati, M., & Prahmana, R. C. I. (2025) · Edu Cendikia Jurnal Ilmiah Kependidikan · doi:10.47709/educendikia.v4i03.5337 · Cited by 9
“These sources should examine how character education can influence changes in the formal education system and contribute to social transformation(Chiu, 2024).”
Asamoah, P., Zokpe, D., Boateng, R., Marfo, J. S., Boateng, S. L., Asamoah, D., Muntaka, A. S., & Manso, J. F. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2439651 · Cited by 16
“GenAI and its impact on education has received substantial scholarly attention recently (Saleem et al., 2024; Gr (cid:1) ajeda et al., 2024; Pradana et al., 2023; Qian et al., 2023; Chiu, 2024; Fleckenstein et al., 2024).”
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Chaieb, M., Cuel, R., & Bouzaabia, R. (2026) · The International Journal of Management Education · doi:10.1016/j.ijme.2026.101365 · Cited by 8
Balcerzak, A. P., Zinecker, M., & Mičánek, J. (2025) · Human Technology · doi:10.14254/1795-6889.2025.21-3.7 · Cited by 5
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Willermark, S., & Carlsson, S. (2025) · Discover Education · doi:10.1007/s44217-025-01040-1 · Cited by 11
“Furthermore, GenAI has been studied concerning higher education [14, 21]and teacher education [37, 47].”
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Luo, M., Kuang, Z., Ng, D. T. K., Zheng, Z., & Yang, Y. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2575016 · Cited by 8
“Ideally, schools should actively equip students with AI-related competencies through curricula or workshops (e.g. training on ChatGPT’s applications for learning; Chiu, 2024), but systemic pressures may hinder such efforts.”
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“AI technologies play an important role in an individual’s learning both during and after the process by helping them see where they are at, choosing a course of action to take in the current process and boosting their internal drive (Chiu, 2024).”
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“More importantly, GenAI tools can enhance student learning and pedagogical innovations only when educators are supported in developing the capabilities to pursue innovative pedagogical interventions [30].”
Schleiß, J., Manukjan, A., Bieber, M. L., Lang, S., & Stober, S. (2026) · Computer Applications in Engineering Education · doi:10.1002/cae.70151 · Cited by 10
“Overall, there is a practical need for new curricular frameworks for multidisciplinary and interdisciplinary programs [4].”
InfluentialA Comprehensive Review of ChatGPT in Teaching and Learning Within Higher Education
Phokoye, S. P., Dlamini, S., Mthalane, P. P., Luthuli, M., & Moyane, S. P. (2025) · Informatics · doi:10.3390/informatics12030074 · Cited by 17
“This transition not only amplifies teaching effectiveness but also cultivates a more interactive and supportive learning atmosphere, ultimately enhancing educational achievements [22,23].”
Kelly, A., Strampel, K., & Lynch, A. (2025) · Journal of University Teaching and Learning Practice · doi:10.53761/7vvt5q37 · Cited by 12
“…of typical assessment tasks—or, at the very least, significant components of a task—within seconds, which fundamentally undermines the capacity of universities to assure that students attain the learning outcomes in their respective courses (Chiu, 2024; Gašević et al., 2023; Lodge et al., 2023 ).”
InfluentialAI and the Learning Experience Design: From Divergent Creativity to Convergent Precision
Czerkawski, B. C. (2024) · TechTrends · doi:10.1007/s11528-024-01032-2 · Cited by 8
“Chiu (2024) states that there is a need for more research since “GenAI’s impact on learning outcomes, pedagogy, and assessment is crucial for reforming and advancing the workforce” (p. 1), and the present study addresses this critical need.”
Revolutionizing Assessment: AI-Powered Evaluation with RAG and LLM Technologies
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Exploring Learners' Experiences with ChatGPT in Personalized Learning
Monib, W. K., Qazi, A., Silva, L. D., & Mahmud, M. M. (2024) · International Workshop on Artificial Intelligence and Education (WAIE) · doi:10.1109/waie63876.2024.00019 · Cited by 15
“Additionally, most current discussions tend to concentrate on aspects of policy development and assessment [4], advantages, disadvantages, and/or limitations [5].”
Zhou, Y., Curle, S. M., & Zou, J. (2025) · Journal of Information Technology Education Research · doi:10.28945/5675 · Cited by 7
“In response, researchers have called for the development of integrated curricula that embed AI concepts across disciplines, enabling students to build foundational knowledge and apply AI tools critically and ethically (Beckman et al., 2025; Chiu, 2024; Krakowski et al., 2022).”
Tafazoli, D., Daneshrah, A., Ranjbaran, F., Tabatabaei, F. S., Mozafarianpour, A., Ranjbar, M., Zainuddin, N., Gonzalez-Vidal, T., Roe, J., Dabir, S., et al. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2640091 · Cited by 9
Artificial intelligence innovations challenges and emerging trends in engineering education
Rahman, A., Khandakar, A., Ayari, M. A., Naji, K. K., Al-Ali, A. K., Sellami, A., & Alhazbi, S. (2026) · Discover Education · doi:10.1007/s44217-026-01137-1 · Cited by 14
Xia, Q., Weng, X., Huang, W., Li, Y. K., Kin, C. W., & Chiu, T. K. F. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13812-1 · Cited by 9
Self-citationAmbivalence and emotion in the age of AI: how students navigate ChatGPT in higher education
Christodoulou, E., & Zembylas, M. (2025) · Education Inquiry · doi:10.1080/20004508.2025.2567092 · Cited by 9
A learning agreement for generative AI use in university courses: A pilot study
Beardsley, M., Santos, P., Amarasinghe, I., Theophilou, E., Vujović, M., & Hernández‐Leo, D. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2535444 · Cited by 9
“However, concerns have been raised about the impact of restricting access in academic contexts, considering the impact on students’ AI literacy and their readiness for a society increasingly powered by artificial intelligence (Chiu, 2024; Chiu 2023).”
AI Literacy and LLM Engagement in Higher Education: A Cross-National Quantitative Study
Hossain, S., Khanam, S., Haniya, S., et al. (2025) · arXiv.org · doi:10.48550/arxiv.2507.03020 · Cited by 7
“…of cross-national empirical research that examine how university students in developed and developing countries perceive and use these tools, particularly in terms of their motivational triggers, literacy learning, and ethical awareness (Ennion & McLellan, 2025; Cotton et al., 2024; Chiu, 2024).”
Hossain, M. S. (2025) · Sustainable Futures · doi:10.1016/j.sftr.2025.100947 · Cited by 12
Castro, M. P., & Sekli, G. M. (2025) · Journal of Education for Business · doi:10.1080/08832323.2025.2470731 · Cited by 12
“Emerging technologies, such as Generative AI (GenAI), present significant opportunities to revolutionize learning outcomes, pedagogy, and assessment (Chiu, 2024).”
Canal, M. N., Ardavin, A. F., Díaz-Marcos, L., & AGUADO-TEVAR, O. (2024) · European Public & Social Innovation Review · doi:10.31637/epsir-2024-1685 · Cited by 22
A Taxonomy of AI-Based Assessment Educational Technologies
Hammad, M., Al-Refai, M., Musallam, W., Musleh, S., & Faouri, E. (2024) · International Conference on Information and Communication Systems (ICICS) · doi:10.1109/icics63486.2024.10638295 · Cited by 8
“For example, the title “Future research recommendations for transforming higher education with generative AI” [15] clearly does not propose a new AI-based assessment approach.”
BackgroundAI in higher education: Booster or stumbling block for developing digital competence?
Maznev, P., Stützer, C. M., & Gaaw, S. (2024) · Zeitschrift für Hochschulentwicklung · doi:10.21240/zfhe/19-01/06 · Cited by 6
“Furthermore, this could involve promoting specific competencies relevant to dealing with AI (AI literacy; see Chiu, 2024; Song, 2024).”
BackgroundXu, Y., Zhong, J., & Han, Y. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105501 · Cited by 7
Awashreh, R. A., & AlGhunaimi, H. (2025) · Journal of Governance and Regulation · doi:10.22495/jgrv14i2art3 · Cited by 7
“It is crucial that future research focuses on developing and empirically testing these new models to ensure their effectiveness in addressing the unique challenges of the Arab context (Chiu, 2024).”
Miladi, F., Psyché, V., Diattara, A., Mawas, N. E., & Daniel Lemire, A. (2025) · International Conference on Computer Supported Education · doi:10.5220/0013366100003932 · Cited by 7
“However, despite its potential, research on the application of Generative AI in education, particularly in the context of MOOCs, is still in its early stages (Chiu, 2024).”
Son, J.-B., & Philpott, A. (2026) · doi:10.1007/978-3-032-14502-4 · Cited by 7
Kim, E. (2026) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2026.100622 · Cited by 6
Wang, W., & Zou, M. (2026) · European Journal of Education · doi:10.1111/ejed.70584 · Cited by 13
Science Identity and AI Chatbots: A Systematic Review of Empirical Studies in Science Education
Cheung, K. K. C. (2026) · Journal of Science Education and Technology · doi:10.1007/s10956-026-10295-8 · Cited by 10
“Randomized experiment is difficult in authentic educational contexts, specifically the controversy brought by AI chat - bots related to ethical and privacy concerns (Chiu, 2024) Regarding the grade level, most studies focused on secondary ( n =7), followed by tertiary education ( n =6).”
Ruiz-Rojas, L. I., & Acosta-Vargas, P. (2026) · Sustainability · doi:10.3390/su18062683 · Cited by 4
Wei, J., & Chen, Z. (2025) · Information Processing & Management · doi:10.1016/j.ipm.2025.104437 · Cited by 7
Xu, X., & Thien, L. M. (2026) · European Journal of Education · doi:10.1111/ejed.70520 · Cited by 10
Mahadewi, M. P., Aysya, A. A. A., Sofiyani, Z., & Fahmi, F. (2025) · International Journal of Advances in Data and Information Systems · doi:10.59395/ijadis.v6i1.1350 · Cited by 10
“Institutions must also create new assessment strategies that cannot be easily replicated by AI tools, enabling students to appropriately use AI for AI literacy teaching and understanding [11], [17], [21], [24].”
InfluentialMozelius, P. (2024) · International Conference on AI Research · doi:10.34190/icair.4.1.3025 · Cited by 6
Generative AI and the Future of Higher Education
Vyas, C. (2026) · IEEE International Conference on Big Data and Artificial Intelligence (BDAI) · doi:10.1109/bdai70753.2026.11655143
“As noted by [2], research on the future of higher education is limited.”
Li, K.-H., & Chang, C.-K. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1847607 · Cited by 5
“Yet AI engineered for accessibility and responsiveness may simultaneously reduce the productive cognitive struggle through which self-regulation is internalized (Chiu, 2024; Darvishi et al., 2024).”
Zhang, J., Wang, C., & Liu, M. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2668610 · Cited by 6
Representations of the Nature of Science in Generative AI (GPT-4o)
Cheung, K. K. C., & Zhang, W. (2026) · Science & Education · doi:10.1007/s11191-025-00718-0 · Cited by 5
“In the category of practices , problem solving, data analysis, and prediction are dominant practices of AI technologies (Chiu, 2024).”
Lim, T. P., & Teh, W. C. (2026) · Discover Education · doi:10.1007/s44217-026-01219-0 · Cited by 9
Generative AI-driven feedback in higher education: a scoping review
Zhang, K., Li, S., & Huang, Y. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2617157 · Cited by 13
AI-driven adaptive stealth assessment for socially regulated learning in collaborative environments
Hadyaoui, A., & Cheniti-Belcadhi, L. (2026) · Journal of Research on Technology in Education · doi:10.1080/15391523.2025.2586501 · Cited by 5
“AI-generated scaffolding helps learners decompose complex problems into manageable steps, while real-time rephrasing of prompts supports comprehension for diverse linguistic backgrounds (Baidoo-Anu & Owusu Ansah, 2023; Chiu, 2024).”
Influential
Metadata
- Authors
- Chiu, T. K. F.
- Affiliations
- Chinese University of Hong Kong (HK)
- Corresponding author
- Chiu, Thomas K.F.
- ORCID
- Chiu, Thomas K.F.
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2024-06
- Volume
- 6
- Pages
- 100197
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4390278281
- Cited by
- 511
- References
- 49
- Citations by year
- 2026: 207 · 2025: 196 · 2024: 108
- FWCI
- 119.97
- Type
- journal article
- Language
- en
- Update notices
- erratum (2024-06-01)
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- 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 in higher education, student perceptions, AI literacy, AI literacy assessment, interdisciplinary teaching, pedagogy, career readiness, future skills, ChatGPT, research recommendations
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