Unlock the potential for Saudi Arabian higher education: a systematic review of the benefits of ChatGPT
Open accessAbstract
This systematic review investigates the potential benefits of integrating ChatGPT in higher education. Focusing on ChatGPT’s impact, the study identifies themes such as ChatGPT’s role in teaching and instruction, enhancing student learning and engagement, aiding language learning, and promoting inclusivity. The review underscores ChatGPT’s ability to reshape the educational landscape, improve research and writing, bridge language gaps, and address specific challenges. ChatGPT emerges as a transformative tool empowering educators and students, aligning with Saudi Arabia’s pursuit of academic excellence and future workforce readiness.
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Generative AI can support scaffolding and higher-order learning-provided that integration is appropriately structured and ethically bounded, with explicit institutional attention to plagiarism prevention, overreliance mitigation, and bias awareness.
“A systematic review focused specifically on ChatGPT in Saudi higher education argues that generative AI can support scaffolding and higher-order learning—provided that integration is appropriately structured and ethically bounded, with explicit institutional attention to plagiarism prevention, overreliance mitigation, and bias awareness (Faisal, 2024).”
From From tool to scaffold: structured human–AI collaboration and its effects on academic writing and digital critical thinking among Saudi EFL learners (2026) · cites this paper as Faisal, 2024
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Perceptions of ChatGPT's Reliability and Efficacy for Academic Tasks Among Saudi University Students
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“Incorporating ChatGPT helps enhance learners' academic performance by improving their creativity, adaptability, and critical thinking (Faisal, 2024).”
InfluentialUluyol, B., Alharby, A., Natto, Z., Baghlaf, N., & Hakami, M. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5085386
Students' Perception of Using ChatGPT as an AI-Integrated Tool in the Malay Language
Yaqin, L. N., Yusof, B., Yusof, N., & Damit, A. R. (2025) · Jurnal Penelitian dan Pengkajian Ilmu Pendidikan e-Saintika · doi:10.36312/e-saintika.v9i1.2584
“Faisal (2024) explores the possible use of ChatGPT as a provider of multiple sources of information in Saudi Arabian universities due to its potential for debating and aiding self-learned content that assists course development .”
Khababa, G., Khababa, A., Harun, N. H., & Amrani, S. (2025) · International Conference on Emerging Smart Technologies and Applications (eSmarTA) · doi:10.1109/esmarta66764.2025.11132265
GenAI in Higher Education: A Cross-Country Study on Performance Expectancy and Sustainable Education
Ziemba, E. W., & Karmańska, A. M. (2025) · Lecture notes in networks and systems · doi:10.1007/978-3-032-06611-4_22
Exploring the Use of LLMs as Educational Tools in Cultural Heritage Education
Gousopoulos, D., & Petrakos, G. (2026) · Communications in computer and information science · doi:10.1007/978-3-032-15069-1_33
Ji, Z., & Kaur, N. (2026) · International Journal of Modern Education · doi:10.35631/ijmoe.829068
Alshammari, B. S., Alfraidi, K. N., Aljudaiey, M. O., & Abdelhalim, W. (2026) · Research Square · doi:10.21203/rs.3.rs-9312779/v1
Evaluating a GPT-powered tutor in secondary science education using a fuzzy comprehensive approach
Gousopoulos, D. (2026) · Discover Education · doi:10.1007/s44217-026-01913-z
“Through appropriate prompting, LLMs can offer personalized learning by adjusting educational content, explanations and feedback according to the students’ needs [3, 5].”
Exploring ChatGPT Through Bloom’s Taxonomy: A Systematic Literature Review
Yuliansyah, M. Z., Lintang, F. W., Lunardi, Y., & Permatasari, A. (2025) · International Conference on Computer Science and Artificial Intelligence Applications (CSAIA) · doi:10.1109/csaia65930.2025.11623802
“At the advanced level (Evaluating and Developing), students are urged to combine data, pass judgment on outputs by AI on grounds of validity, and construct new scientific experiments that make full use of the functionalities of ChatGPT [22, 39].”
Garima, Bhardwaj, K., & Bishnoi, D. K. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-5586-3.ch006
Gupta, S., Dewangan, R. L., Longkumer, I., & Pathak, S. (2026) · Romanian Journal of Applied Psychology · doi:10.2478/rjap-2026-0008
“…is associated with impairments in inhibitory control, decision-making, and working memory, and that internet and smartphone addiction are linked to altered prefrontal, cingulate, insular, and frontoparietal systems involved in cognitive control (Ioannidis et al., 2019; León Méndez et al., 2024).”
The Influence of Artificial Intelligence (AI) on Employee Engagement in the Higher Education Sector
Uluyol, B., Alharby, A., Natto, Z. S., Baghlaf, N., & Hakami, M. Y. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-3663-1.ch006
The impact of generative artificial intelligence on language teaching and learning
Rejeb, A., Rejeb, K., Zaher, H. F., Hassoun, A., Lahbib, M., & Süle, E. (2026) · Quality & Quantity · doi:10.1007/s11135-026-03068-3 · Cited by 2 · see citing works
Vernacular english literacy practices among language students using AI: A case study in Saudi Arabia
Dahmash, N. B. (2026) · PLoS ONE · doi:10.1371/journal.pone.0358237
ChatGPT in Higher Education: Conceptual Framework of Pedagogical Opportunities and Risks
Frough, E. M., Hassan, H., & Nathan, R. J. (2026) · Studies in big data · doi:10.1007/978-3-032-20412-7_19
Musella, F., Reda, V., Rullo, L., & Santoriello, S. C. (2026) · IEEE Digital Education and MOOCS Conference (DEMOcon) · doi:10.1109/democon70840.2026.11707844
“A large -scale multinational survey of medical students – across Egypt, Jordan, Lebanon, Kuwait, and Iraq – highlights the context-dependent nature of GenAI perception [25, 26, 27].”
- Authors
- Faisal, E.
- Affiliations
- King Saud University (SA)
- Corresponding author
- Faisal, Eman
- ORCID
- Faisal, Eman
- Venue
- Frontiers in Education
- Publisher
- Frontiers Media SA
- Published
- 2024-04-26
- Volume
- 9
- ISSN
- 2504-284X (ISSN-L)
- OpenAlex
- W4395670028
- Cited by
- 44
- References
- 59
- Citations by year
- 2026: 19 · 2025: 22 · 2024: 3
- FWCI
- 2.55
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- 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, generative AI in education, higher education, AI in teaching, student engagement, language learning, educational inclusivity, academic writing support, career readiness, Saudi Arabia
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