ChatGPT in the higher education: A systematic literature review and research challenges
Open accessAbstract
ChatGPT has gained significant attention in the higher education sector as it can be applied across a wide range of topics. Despite ChatGPT's versatility in offering support across various educational disciplines, it is still in its early stages and requires further exploration to be fully utilized effectively in education. This systematic literature review aims to explore the trends, adoption measures, diverse applications, and current limitations of ChatGPT research in higher education. This review systematically analyzed 57 research articles published between 2023 and 2024. This study identified trends in ChatGPT in higher education by providing temporal views, geographical locations, and research methods used. Furthermore, this study explored users’ intention to adopt and use ChatGPT in higher education by focusing on post-adoption, intention to use, and acceptance stages. Considering the extensive advantages ChatGPT brings to the academic community, this review explores its diverse applications in educational settings for academic staff, students, researchers, and non-academic users. Finally, this study outlined the current limitations in ChatGPT research within higher education and proposed future research directions, aiming for continuous improvement in the field. This study can benefit higher education by providing valuable insights into the effective utilization of ChatGPT.
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Baig and Yadegaridehkordi (2024) synthesized 57 studies of ChatGPT in higher education.
“Baig and Yadegaridehkordi (2024) synthesized 57 studies of ChatGPT in higher education.”
From From Assistance to Substitution: Generative AI and Undergraduate Research Skills (2026) · cites this paper as Baig & Yadegaridehkordi, 2024
Recent reviews show that GenAI use is no longer a marginal use of technology: research has expanded across disciplines, with ChatGPT examined as an assistance for learning and writing, feedback tool, and source of personalized support.
“Recent reviews show that this is no longer a marginal use of technology: research has expanded across disciplines, with ChatGPT examined as an assistance for learning and writing, feedback tool, and source of personalized support (Baig & Yadegaridehkordi, 2024; Lo et al., 2024).”
From From Assistance to Substitution: Generative AI and Undergraduate Research Skills (2026) · cites this paper as Baig & Yadegaridehkordi, 2024
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InfluentialAbdi, A.-N. M., Omar, A. M., Ahmed, M. H., & Ahmed, A. A. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2460250 · Cited by 28 · see citing works
“The TAM has been generally used in tertiary education research to explore users ’ intentions, behavior, and acceptance of ChatGPT (Baig & Yadegaridehkordi, 2024).”
Beyond hype: Is ChatGPT-generated content effective in class preparation among academic instructors?
Bin-Nashwan, S. A., Bouteraa, M., Benlahcene, A., & Sadallah, M. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.101016 · Cited by 21 · see citing works
Academics as adopters of generative AI: an application of diffusion of innovations theory
Singh, S., & Strzelecki, A. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13835-8 · Cited by 23 · see citing works
“Additionally, systematic literature reviews have examined many avail‑ able articles written based on student samples using various theories, mainly UTAUT or TAM and their extended variants (Baig & Yadegaridehkordi, 2024; Chen et al., 2024; Lo et al., 2024).”
Dai, K., Liu, Y., & Zhang, X. (2026) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2026.100544 · Cited by 21 · see citing works
<scp>ChatGPT</scp> Interventions in Higher Education: A Systematic Review of Experimental Studies
Jin, Y., & Sercu, L. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70072 · Cited by 21 · see citing works
Examining Generative AI User Discontinuance from a Dual Perspective of Enablers and Inhibitors
Zhou, T., & Wang, M. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2470280 · Cited by 18 · see citing works
“…& Bang, 2023; Menon & Shilpa, 2023; Yang et al., 2024), continuance intention (Jo, 2022; Pham et al., 2024; Yu et al., 2024), application contexts (Baig & Yadegaridehkordi, 2024; Chen et al., 2023; Shao et al., 2024), and the potential risks (Fui-Hoon Nah et al., 2023; Guleria et al., 2023; Guo…”
Gong, Y., Xu, C., Luo, S., & Lin, J. (2025) · Scientific Reports · doi:10.1038/s41598-025-03298-9 · Cited by 26 · see citing works
“Baig and Yadegaridehkordi 26 conducted a systematic review of 57 studies and found that scholars primarily use LLMs such as ChatGPT for assignments, assessments, exam design, student guidance, curriculum planning, and teaching, as well as course and syllabus design.”
Yang, Y. (2025) · Asia Pacific Journal of Education · doi:10.1080/02188791.2025.2505664 · Cited by 17 · see citing works
Adoption of artificial intelligence in higher education: a diffusion of innovation approach
Gutiérrez-Leefmans, M., Picazo-Vela, S., & Kareem, O. (2026) · The TQM Journal · doi:10.1108/tqm-12-2024-0523 · Cited by 16 · see citing works
Milakis, E. D., Argyrakou, C. C., Melidis, A., & Vrettaros, J. (2025) · International Journal of Education and Information Technologies · doi:10.46300/9109.2025.19.11 · Cited by 25 · see citing works
Sifat, M. S. I., Kabir, M. A., Islam, M. M. M., Rehman, A. U., & Bermak, A. (2025) · IEEE Access · doi:10.1109/access.2025.3600235 · Cited by 15 · see citing works
“Inspired by the studies of [63], [64], and [65], this screening process is adopted.”
Bernuy, J. B. V., Nolasco-Mamani, M. A., Rodríguez, N. C. V., Quelopana, R. L. G., Valdivia, A. N. M., & Vidaurre, S. M. E. (2025) · Sustainability · doi:10.3390/su17188329 · Cited by 17 · see citing works
Understanding management educators’ perspectives on AI adoption: A qualitative study
Shahzad, F., Avunduk, Z. B., Ullah, Z., & Arslan, A. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101274 · Cited by 14 · see citing works
How ephemeral content marketing fosters brand love and customer engagement
Nguyen, K. M., Nguyen, N. T., Pham, T. T. X., Tran, N. H. M., Cap, N. C. B., & Nguyen, V. K. (2025) · Spanish Journal of Marketing - ESIC · doi:10.1108/sjme-04-2024-0089 · Cited by 14 · see citing works
Nikolic, S., Quince, Z., Lindqvist, A. L., Neal, P. R., Grundy, S., Lim, M., Tahmasebinia, F., Rios, S., Burridge, J., Petkoff, K., et al. (2025) · STEM Education · doi:10.3934/steme.2025016 · Cited by 21 · see citing works
“Most literature surveys, such as those by Liu et al. [23] and Baig and Yadegaridehkordi [13], highlight that many concerns arise regarding its integration; at the same time, its potential to enhance learning is appreciated.”
Physics instructors’ acceptance and implementation of generative AI
Wattanakasiwich, P., Kaewkhong, K., & Katwibun, D. (2025) · Physical Review Physics Education Research · doi:10.1103/r2fn-kdy4 · Cited by 19 · see citing works
Fazackerley, L. A., Perrin, D., & Minett, G. M. (2025) · AJP Advances in Physiology Education · doi:10.1152/advan.00249.2024 · Cited by 10 · see citing works
Eddine, R. J., Gide, E., & Al-Sabbagh, A. (2025) · STEM Education · doi:10.3934/steme.2025035 · Cited by 12 · see citing works
Shaping the future of education: a cluster analysis of generative AI’s transformative impact
Issa, H.-E. A., & Maheshwari, G. (2025) · Interactive Technology and Smart Education · doi:10.1108/itse-01-2025-0013 · Cited by 16 · see citing works
Mariñas, K. A., Saflor, C. S., Alvarado, P., Uminga, J. M., & Verde, N. A. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100435 · Cited by 14 · see citing works
Boon or Bane? Evaluating AI-driven learning assistance in higher education professional coursework
Sun, Y., Yang, H., Yu, H. K., & Suen, R. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13642-1 · Cited by 12 · see citing works
“Despite these concerns, the transformative potential of LLMs in reshap - ing educational practices and enhancing learning experiences cannot be disregarded (Acosta-Enriquez et al., 2024; Ali et al., 2024; Baig and Yadegaridehkordi, 2024).”
Souza, M. E. C., de Sousa, R. R., & Gonçalves, S. M. N. (2025) · RECIMA21 - Revista Científica Multidisciplinar · doi:10.47820/recima21.v6i7.6611 · Cited by 12 · see citing works
Generative AI in Action: Acceptance and Use Among Higher Education Staff Pre- and Post-training
Møgelvang, A., Cipriani, E., & Grassini, S. (2025) · Technology Knowledge and Learning · doi:10.1007/s10758-025-09915-w · Cited by 17 · see citing works
A Meta-Review of Generative AI in Education: Synthesizing Findings from Systematic Reviews
Zhang, L., Deng, X., & Shadiev, R. (2026) · Journal of Educational Computing Research · doi:10.1177/07356331261419689 · Cited by 14 · see citing works
“In terms of academic level, for instance, Baig and Yadegaridehkordi (2024) conducted a systematic review of 57 studies in higher education, highlighting ChatGPT ’ s diverse applications, adoption trends, and current limitations.”
Amin, M. A., Noh, M., Haque, A., Rupa, R. A., & Kim, Y. S. (2026) · Beijing international review of education · doi:10.1177/25902547261421646 · Cited by 8 · see citing works
“In addition, the use of ChatGPT entails the risk of generating biased or inaccurate content, which may not only mislead students but also exacerbate existing educational disparities (Baig & Yadegaridehkordi, 2024).”
Assessing Biases in the Names Generated by Generative Artificial Intelligence Chatbots
Mirowsky, J. E. (2024) · Journal of Chemical Education · doi:10.1021/acs.jchemed.4c00844 · Cited by 8 · see citing works
Guo, R., Pang, Y., Xu, Y., Liu, Z., Chen, Y., & Guo, Y. (2025) · The Electronic Library · doi:10.1108/el-12-2024-0386 · Cited by 7 · see citing works
Chan, N. N., Bailey, R. P., Tan, M. H. J., Dipolog-Ubanan, G. F., Tan, G. W., Motevalli, S., Samsudin, N., & Ang, C. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102733 · Cited by 7 · see citing works
Luo, Y., Zhou, G., & Cui, Y. (2026) · Education and Information Technologies · doi:10.1007/s10639-025-13885-y · Cited by 14 · see citing works
ChatGPT-assisted EFL learning beyond the classroom: impact on oral proficiency, enjoyment, and grit
Tai, T. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2640087 · Cited by 9 · see citing works
Chau, M. T., Arruzza, E. S., & Spuur, K. M. (2024) · Journal of Educational Evaluation for Health Professions · doi:10.3352/jeehp.2024.21.34 · Cited by 6 · see citing works
“It is a versatile tool for various educational tasks, including personalized tutoring, content generation, and academic writing support [9].”
Susanto, H., Mutalif, A. Q., Setiana, D., & Besar, N. (2026) · Frontiers in Education · doi:10.3389/feduc.2025.1699827 · Cited by 6 · see citing works
Simatupang, E. C., Ismail, I., Waluyo, B., & Panmei, B. (2025) · Internet Reference Services Quarterly · doi:10.1080/10875301.2025.2461476 · Cited by 8 · see citing works
“…when these factors are misaligned—such as when resources are available but social support is lacking or when strong peer endorsement exists without adequate resources—the adoption of technologies may be impeded (Baig & Yadegaridehkordi, 2024; Tram & Tran-Thanh, 2024; Waluyo & Apridayani, 2024).”
Kavitha, K., & Joshith, V. P. (2025) · Journal of Educational Technology Systems · doi:10.1177/00472395251380294 · Cited by 5 · see citing works
“…examined determinants affecting students ’ behavioral intentions for using ChatGPT in higher education, often applying theoretical frameworks, such as the Uni fi ed Theory of Acceptance and Use of Technology (UTAUT), UTAUT2, and the Technology Acceptance Model (TAM) (Baig & Yadegaridehkordi, 2024).”
Li, C., & Long, J. (2025) · Information · doi:10.3390/info16100895 · Cited by 12 · see citing works
“With the increasingly widespread use of large language models such as ChatGPT and DeepSeek, the educational field is undergoing a paradigm shift from “tool-assisted” instruction to “intelligent sym-biosis” [4–6].”
Impact of prompt sophistication on ChatGPT’s output for automated written corrective feedback
Luo, N., Wang, Y., Zhang, Z. (., Zhou, Y., & Zhao, R. (2025) · ReCALL · doi:10.1017/s095834402510044x · Cited by 5 · see citing works
“5 in 2022, educators immediately realized that LLMs like ChatGPT would reshape education, including language teaching and learning, by offering tutoring, creating educational materials, answering subject-specific questions and providing automated feedback (Baig & Yadegaridehkordi, 2024).”
Juárez, R., Fernández, A. H., Camargo, C. D. B., & López-Barajas, D. M. (2026) · Sustainability · doi:10.3390/su18020656 · Cited by 8 · see citing works
Jogezai, N., Baloch, F. A., Jaffar, M., & Khilji, G. (2025) · Quality Assurance in Education · doi:10.1108/qae-12-2024-0255 · Cited by 5 · see citing works
Ni, W., & Li, J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1856854 · Cited by 6 · see citing works
Kumar, V. (2025) · International Journal of Mechanical Engineering Education · doi:10.1177/03064190251374463 · Cited by 6 · see citing works
Wani, T. A., Liem, M. K., Prasad, N., Robinson, K. M., Nexhip, A., Tassos, M., Gjorgioski, S., Khan, U. R., Boyd, J., & Riley, M. M. (2026) · JMIR Medical Education · doi:10.2196/82988 · Cited by 4 · see citing works
“In higher education, LLMs have rapidly gained attention among academics and students [8,12-14], supporting assessment design, automated marking, and curriculum development [14-17], improving feedback timeliness and reducing grading errors [14,18,19].”
Ram, A. M., Saravi, S., Yang, Y., Batmaz, F., Derakhshan, P., Nevisi, H., & Storey, G. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-13934-0 · Cited by 7 · see citing works
Sáez, Y., Garcia, L. M., Mochón, A., & Isasi, P. (2026) · Scientific Reports · doi:10.1038/s41598-026-48656-3 · Cited by 6 · see citing works
“…beyond exact word matching, word and sentence embedding techniques using Natural Language Toolkit (NLTK) and pre-trained models have been used: • Word embedding similarity ( Word emb ): Each word in the text is mapped to a continuous vector space using a pre-trained word embedding model 10 .”
Xu, B., Li, W., Yuan, Y., Xian, L., & Wang, W. (2025) · Safety Emergency Science · doi:10.26599/ses.2025.9590013 · Cited by 4 · see citing works
From credibility to reliance: Trust in generative AI as an academic information source.
Pudasaini, S. (2026) · Information Development · doi:10.1177/02666669261468286 · Cited by 3 · see citing works
Assessing Institutional Reputation Beyond Quality Rankings
Haddad-Adaimi, M., Daou, R. A. Z., & Ducq, Y. (2025) · Corporate Reputation Review · doi:10.1057/s41299-025-00219-4 · Cited by 3 · see citing works
“As an example, excellent faculty members complement an institution’s physical resources and they both create an improved student experience and contribute to the overall institutional reputation (Plewa et al. 2016; Baig & Yadegaridehkordi 2024).”
Espartinez, A. S. (2025) · Journal of Information Technology Education Innovations in Practice · doi:10.28945/5526 · Cited by 3 · see citing works
Jamil, H. M. (2025) · ACM Transactions on Computing Education · doi:10.1145/3785369 · Cited by 3 · see citing works
Sharma, K., & Rai, P. (2026) · American Journal of Distance Education · doi:10.1080/08923647.2026.2627737 · Cited by 3 · see citing works
Xiao, S., & Hu, B. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-13909-1 · Cited by 3 · see citing works
“…was developed based on established instruments reported in prior studies and consisted of four dimensions: frequency of ChatGPT use, problem-solving skills, critical thinking, and creativity (Baig & Yadegaridehkordi, 2024; Strzelecki, 2023; Hwang et al., 2018; Li et al., 2023; Shen et al., 2023).”
Day, M. J. (2026) · Journal of ICT and Education · doi:10.69739/jicte.v1i1.1626 · Cited by 3 · see citing works
Wu, H., Ni, H., He, J., & Wee, E. H. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1884382 · Cited by 9 · see citing works
Mapping the complexity of learners’ attitudes toward ChatGPT: preliminary validation of a new scale
Zhang, Y., Xue, X., Ding, M., & Yang, X. (2025) · Behaviour and Information Technology · doi:10.1080/0144929x.2025.2520595 · Cited by 3 · see citing works
“The emergence of generative artificial intelligence, exemplified by ChatGPT, in recent years has sparked extensive research and practice in the field of education (Abdaljaleel et al. 2024; Baig and Yadegaridehkordi 2024; Jeon and Lee 2023; Samala et al. 2024; Samala et al. 2025).”
Kurdi, G. R., Alsubait, T., & Bati, G. F. (2025) · Arabian Journal for Science and Engineering · doi:10.1007/s13369-025-10626-8 · Cited by 2 · see citing works
den Hollander, N., Struyf, A., Georgiou, D., & Wong, J. (2025) · International Journal of Educational Management · doi:10.1108/ijem-12-2024-0842 · Cited by 4 · see citing works
Yeti̇şensoy, O. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13814-z · Cited by 2 · see citing works
Plagge, E., & Jucks, R. (2025) · Journal of Media Psychology Theories Methods and Applications · doi:10.1027/1864-1105/a000499 · Cited by 2 · see citing works
Ada, M. B. (2025) · ACM Transactions on Computing Education · doi:10.1145/3777904 · Cited by 2 · see citing works
Yang, M., Luo, T., Herman, K., Li, B., Chappell, S., Glaser, N. J., & Jiang, S. (2025) · Journal of Computing in Higher Education · doi:10.1007/s12528-025-09476-y · Cited by 2 · see citing works
“It has emerged as an innovative and disruptive tool with the potential to per - sonalize learning and shift the traditional paradigm of teaching and learning (Baig & Yadegaridehkordi, 2024 ; Glaser, 2023 ; Tlili et al., 2023 ).”
Unlocking medical students’ adoption of AIGC tools: a multi-theory perspective
Zhou, Z., Li, Z., Li, Z., Wang, C., Qi, H., & Guo, L. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-06078-y · Cited by 2 · see citing works
Fadillah, M. A., Husin, M., Usmeldi, U., & Asrizal, A. (2026) · International Journal of Educational Reform · doi:10.1177/10567879261464157 · Cited by 3 · see citing works
Amin, M. A., Noh, M., & Kim, Y. S. (2026) · Quality & Quantity · doi:10.1007/s11135-026-02940-6 · Cited by 2 · see citing works
ChatGPT as an Assessment and Feedback Tool in Higher Education: Opportunities, Challenges and Ethics
Castillo, V. S., & Maldonado, E. (2025) · Lecture notes on data engineering and communications technologies · doi:10.1007/978-3-031-98476-1_18 · Cited by 1 · see citing works
Long, Y., & Yang, Y. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1483964 · Cited by 1 · see citing works
Chaudhry, G. M., Gide, E., Yadegaridehkordi, E., & Tumpa, R. J. (2025) · Lecture notes in networks and systems · doi:10.1007/978-3-032-04728-1_9 · Cited by 2 · see citing works
Self-citationCharting the ChatGPT landscape: Insights from academic discourse on Twitter
Gonda, R. W., & Park, J. (2025) · Technology and Society · doi:10.1016/j.techsoc.2025.103199 · Cited by 1 · see citing works
The “TOP” drivers of academics’ adoption of ChatGPT in teaching
Haddoud, M. Y., Nowiński, W., Kuyini, A. B., Issa, J., & Dyszkiewicz-Konwińska, M. (2025) · Journal of Information Communication and Ethics in Society · doi:10.1108/jices-10-2025-0282 · Cited by 1 · see citing works
ChatGPT Satisfaction in Higher Education: Survey in a Private University in Malaysia
Zakaria, S. K., Sani, R. M., Rahman, N. I. A., Daud, M. N., & Saro, N. (2026) · Studies in systems, decision and control · doi:10.1007/978-3-032-10016-0_51 · Cited by 1 · see citing works
Xiao, W., & Lu, X. (2026) · Journal of Educational Computing Research · doi:10.1177/07356331261424733 · Cited by 1 · see citing works
“This is highly consistent with the results of our study: the primary role of AI assistants is to support students ’ personalized learning, timely assessment, and intelligent tutoring (Bahroun et al., 2023; Baig & Yadegaridehkordi, 2024).”
Faculty and Staff Education Program on Generative AI
Sugio, N., Akihiro, S., & Wada, N. (2025) · International Workshop on Artificial Intelligence and Education (WAIE) · doi:10.1109/waie67422.2025.11381140 · Cited by 1 · see citing works
Artificial Intelligence in Gifted STEAM Education
Milakis, E. D., Argyrakou, C. C., & Samala, A. D. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-0101-1.ch008 · Cited by 2 · see citing works
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Are university teachers ready for AI under anxiety? Self-efficacy mediation and gender moderation
Wu, H., Wenfu, L., He, J., & Wu, T. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2643795 · Cited by 1 · see citing works
“Universities are increasingly experimenting with large language models and other AI systems to support lesson planning, feedback generation, and administrative tasks (Baig & Yadegaridehkordi, 2024; T. Wang et al., 2023).”
Shehata, B., Huang, R., Kanwar, A. S., Liu, D., Zheng, L., & Liu, Z. (2026) · Smart Learning Environments · doi:10.1186/s40561-026-00449-x · Cited by 2 · see citing works
Moya, E. C., Sánchez, V. M. G., Checa-Domene, L., & López, M. A. R. (2026) · Education Sciences · doi:10.3390/educsci16040591 · Cited by 1 · see citing works
Xu, Z. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14013-0 · Cited by 1 · see citing works
“…as saving time, finishing assignments quickly, programming assistance, translating, and literature searching, is a main motivation for university students’ AI use (Abdaljaleel et al., 2024; Yurt & Kasarci, 2024; Baig & Yadegaridehkordi, 2024; Morell-Mengual et al., 2025; Black & Tomlinson, 2025).”
Rashid, S., & Malik, S. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2661437 · Cited by 1 · see citing works
Jović, J. L., Domazet, D. S., Vesić, N. O., Ranđelović, B. M., & Simjanović, D. J. (2026) · Mathematics · doi:10.3390/math14101637 · Cited by 1 · see citing works
Ouaazki, A., Shibani, A., Knight, S., & Holzer, A. (2026) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2026.100608 · Cited by 1 · see citing works
Alvero, J. C., & Saldua, M. (2026) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2026.150 · Cited by 3 · see citing works
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Kazykhankyzy, L., Khalmatova, Z., Seıtova, M., Kılıç, E., & Çelik, H. E. (2026) · European Journal of Education · doi:10.1111/ejed.70746 · Cited by 1 · see citing works
- Authors
- Baig, M. I., & Yadegaridehkordi, E.
- Affiliations
- University of Malaya (MY)
- Central Queensland University (AU)
- Corresponding author
- Yadegaridehkordi, Elaheh
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2024
- Volume
- 127
- Pages
- 102411
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W4400721580
- Semantic Scholar
- 160c16073d2a7c361947d885411108f5eb900506
- Cited by
- 208
- References
- 79
- Citations by year
- 2026: 126 · 2025: 76 · 2024: 6
- FWCI
- 11.98
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- International Journal of Educational Research (publishedVersion, cc-by)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
- Keywords
- ChatGPT, large language models, higher education, technology adoption, intention to use, technology acceptance, research trends, research limitations
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