Ethical Concerns in Generative AI Use in Higher Education: A Critical Narrative Review

Hawwa Neena Ali

Senior Lecturer, Faculty of Engineering, Science and Technology, Maldives National University, Male’, Maldives.

Abstract

Purpose: Generative artificial intelligence (GenAI) is used in university assessment, writing, research, and library services. This review critically examines ethical concerns, stakeholder perspectives, institutional responses, and evidence needs through five guiding questions.

Methods: This critical narrative review interprets a selectively assembled literature collection identified through EBSCOhost, Research4Life, and Google Scholar. An AI-assisted grid organises 121 cited topic papers by research question. Original search records are incomplete; selected full-text checks support comparisons of findings, measures and responses.

Results: Integrity and authorship concerns centre on unclear boundaries for permitted assistance; reliability concerns centre on verification. Privacy, equity and agency depend on governance and support. Students, faculty and librarians describe different responsibilities. Workshop and classroom reports document particular activities and preliminary gains, including improved classification of ethical scenarios. Confidence, policy availability, and technical performance do not establish sustained responsible behaviour. Self-report, selective completion, short follow-up, repeated observations, and overlapping reviews limit interpretation.

Conclusion: Universities should specify permitted assistance and required human judgment for each task, support verification and assess the intended ethical outcome. Stronger evidence requires behavioural measures, suitable comparisons and follow-up across settings. The review offers contextual interpretation and proposals for evaluation; it does not estimate harm prevalence or comparative intervention effectiveness.

Keywords: Generative artificial intelligence; Higher education; Academic integrity; Privacy; Equity; AI literacy

References

1. Abujaber, A.A., Abd-alrazaq, A., Al-Qudimat, A.R., et al. (2023) ‘A strengths, weaknesses, opportunities, and threats (SWOT) analysis of ChatGPT integration in nursing education: A narrative review’, Cureus, 15(11), e48643. https://doi.org/10.7759/cureus.48643
2. Adelakun, I.S., Adedokun, O.A., Salaam, S.I., et al. (2026) ‘Artificial intelligence and academic integrity challenges in African higher institutions: A thematic review of emerging misconduct and institutional responses’, Chalim Journal of Teaching and Learning, 6(2), pp. 212–227. https://doi.org/10.31538/cjotl.v6i2.3184
3. Adewojo, A.A. and Tella, A. (2026) ‘The evolution of professional identity: How academic librarians perceive and adapt to the rise of generative AI in their daily work’, Information Services and Use, 46(3), pp. 58–75. https://doi.org/10.1177/18758789261457814
4. Alduais, A., Qadhi, S., Chaaban, Y., et al. (2025) ‘The ETHICAL protocol for responsible use of generative AI for research purposes in higher education’, AI Magazine, 46(4), e70047. https://doi.org/10.1002/aaai.70047
5. Alfiras, M.I.I., Emran, A.Q. and Mohamed, A.M. (2026) ‘Ethics and governance of generative AI in education: A systematic review on responsible adoption’, Discover Education, 5(1), 37. https://doi.org/10.1007/s44217-025-01051-y
6. Andersen, M.C. and Fajkovic, M. (2026) ‘Slowing down or speeding up? Reflections on AI and slow librarianship’, Journal of Education for Library and Information Science, 67(3), pp. 288–294. https://doi.org/10.3138/jelis-2025-0054
7. Archambault, S.G., Murph, N.L. and Ramachandran, S. (2025) ‘Fostering AI literacy in undergraduates: A ChatGPT workshop case study’, Library Trends, 73(4), pp. 443–475. https://doi.org/10.1353/lib.2025.a968491
8. Atta, S.H., Mughal, M.U., Yousaf, M., et al. (2026) ‘Impact of ChatGPT usage on critical thinking and academic performance of university students in Pakistan’, Liberal Journal of Language & Literature Review, 4(1), pp. 3434–3458. https://llrjournal.com/index.php/11/article/view/933
9. Baethge, C., Goldbeck-Wood, S. and Mertens, S. (2019) ‘SANRA—a scale for the quality assessment of narrative review articles’, Research Integrity and Peer Review, 4(1), 5. https://doi.org/10.1186/s41073-019-0064-8
10. Balalle, H. and Pannilage, S. (2025) ‘Reassessing academic integrity in the age of AI: A systematic literature review on AI and academic integrity’, Social Sciences & Humanities Open, 11, 101299. https://doi.org/10.1016/j.ssaho.2025.101299
11. Baldrich, K., Pérez-García, C. and Santamarina-Sancho, M. (2025) ‘Artificial intelligence in academic literacy: Empirical evidence on reading and writing practices in higher education’, Frontiers in Education, 10, 1701238. https://doi.org/10.3389/feduc.2025.1701238
12. Balraj, B.M. (2025) ‘Exploring the use of ChatGPT in academic writing: A systematic literature review on undergraduates’ perceptions’, Arab World English Journal (Special Issue on Artificial Intelligence), pp. 348–357. https://doi.org/10.24093/awej/ai.20
13. Bittle, K. and El-Gayar, O. (2025) ‘Generative AI and academic integrity in higher education: A systematic review and research agenda’, Information, 16(4), 296. https://doi.org/10.3390/info16040296
14. Bobula, M. (2024) ‘Generative artificial intelligence (AI) in higher education: A comprehensive review of challenges, opportunities, and implications’, Journal of Learning Development in Higher Education, (30). https://doi.org/10.47408/jldhe.vi30.1137
15. Buragohain, P., Lepcha, A. and Singh, M.K. (2026) ‘Evaluating AI adoption in academic research: Assessing usage, impact, challenges and future perspectives among research scholars of Tezpur University’, DESIDOC Journal of Library & Information Technology, 46(1), pp. 3–10. https://doi.org/10.14429/djlit.20800
16. Çaloğlu, A.S., Durna, H., Ergen, Z.N., et al. (2026) ‘Artificial intelligence-assisted medical education: Usability, benefits and ethical evaluation’, Journal of Medical Education and Family Medicine, 3(2), pp. 44–53. https://doi.org/10.62425/jmefm.1888807
17. Chan, Y., Lai, E. and Chen, Y. (2026) ‘Teaching tip: Teaching undergraduate IS students hands-on generative AI development skills’, Journal of Information Systems Education, 37(1), pp. 1–17. https://doi.org/10.62273/hpda8033
18. Chaurura, P. and Chuma, K. (2026) ‘Artificial intelligence in higher education: A thematic integrative review of applications, users, ethics, and institutional consequences’, International Journal of Advanced Business Studies, 5(3), pp. 93–103. https://doi.org/10.59857/sj1a6e68
19. Cheng, Y. and Zhu, L. (2025) ‘A review of ChatGPT in medical education: Exploring advantages and limitations’, International Journal of Surgery, 111(7), pp. 4586–4602. https://doi.org/10.1097/js9.0000000000002505
20. Chinonso, O.E., Theresa, A.M.E. and Aduke, T.C. (2023) ‘ChatGPT for teaching, learning and research: Prospects and challenges’, Global Academic Journal of Humanities and Social Sciences, 5(2), pp. 33–40. https://doi.org/10.36348/gajhss.2023.v05i02.001
21. Chinoracky, R. and Stalmasekova, N. (2025) ‘Ethical problems in the use of artificial intelligence by university educators’, Education Sciences, 15(10), 1322. https://doi.org/10.3390/educsci15101322
22. Cleverley, R. (2024) ‘Deus ex machina? Interrogating an AI-assisted information journey to identify opportunities for appropriate support and guidance’, The Serials Librarian, 85(5-6), pp. 93–98. https://doi.org/10.1080/0361526x.2024.2427950
23. Coman, C., Gherheș, V., Bucs, A., et al. (2026) ‘Navigating opportunities and challenges of generative AI in higher education: Towards responsible, equitable, and human-centered integration’, Frontiers in Artificial Intelligence, 9, 1750978. https://doi.org/10.3389/frai.2026.1750978
24. Crompton, H. and Burke, D. (2024) ‘The educational affordances and challenges of ChatGPT: State of the field’, TechTrends, 68(2), pp. 380–392. https://doi.org/10.1007/s11528-024-00939-0
25. Cummins, L., Bedford, L. and Crowe, D. (2026) ‘Ethical and unethical use of generative artificial intelligence in higher education: Opportunities and challenges for online graduate education’, Journal of Online Graduate Education, 9(1). https://doi.org/10.65201/001c.161741
26. De Martino, D., Filosofi, F., Bianchin, L., et al. (2026) ‘What are the dimensions of competence of AI literacy frameworks for higher education? A scoping review’, Education Sciences and Society, 17(1), pp. 386–402. https://doi.org/10.3280/ess1-2026oa22506
27. Dempere, J., Modugu, K., Hesham, A., et al. (2023) ‘The impact of ChatGPT on higher education’, Frontiers in Education, 8, 1206936. https://doi.org/10.3389/feduc.2023.1206936
28. Deroncele-Acosta, A., Sayán-Rivera, R.M.E., Mendoza-López, A.D., et al. (2025) ‘Generative artificial intelligence and transversal competencies in higher education: A systematic review’, Applied System Innovation, 8(3), 83. https://doi.org/10.3390/asi8030083
29. Dos, I. (2025) ‘A systematic review of research on ChatGPT in higher education’, The European Educational Researcher, 8(2), pp. 59–76. https://doi.org/10.31757/euer.824
30. Ebikabowei, M. (2026) ‘Ethical challenges of artificial intelligence in education: A systematic literature review on bias, privacy, and academic integrity’, International Journal of Applied Resilience and Sustainability, 2(2), pp. 1356–1389. https://doi.org/10.70593/deepsci.0202054
31. Estrella-Bote, V.R., Vallespir-Adillón, M., Julián, M., et al. (2026) ‘Drivers of academic dishonesty and multi-level prevention strategies: An umbrella review’, Revista Digital de Investigación en Docencia Universitaria, 20(1), e2492. https://doi.org/10.19083/ridu.2026.2492
32. Foz, F.T.G.O., Martins, M.S., Neves, A.K.C.S., et al. (2026) ‘Automatic classification of subjects and sustainable development goals (SDGs) in documents with generative AI: An experience from the Unicamp library system’, Information Technology and Libraries, 45(1). https://doi.org/10.5860/ital.v45i1.17510
33. George, A.S. (2023) ‘The potential of generative AI to reform graduate education’, Partners Universal International Research Journal, 2(4), pp. 36–50. https://doi.org/10.5281/zenodo.10421475
34. Gheisari, M., Pingmei, Z., Karimi, A., et al. (2026) ‘A systematic literature review on impact of artificial intelligence on academic integrity’, Journal of Applied Social Sciences and Humanities, 2(1), pp. 61–72. https://doi.org/10.71426/jassh.v2.i1.pp61-72
35. Goldberg, D.M., Sobo, E.J., Collins, K.K., et al. (2026) ‘Advancing generative AI literacy through a faculty-focused micro-credential’, Journal of Information Systems Education, 37(2), pp. 306–322. https://doi.org/10.62273/pbul9504
36. Goyal, S., Chauhan, S. and Motiwalla, L. (2026) ‘Examining business students’ intentions to misuse ChatGPT through the lens of deterrence and neutralisation theories’, Behaviour & Information Technology, 45(4), pp. 660–679. https://doi.org/10.1080/0144929x.2025.2525307
37. Gustavsen, D., Surbaugh, H.M. and Emmons, M. (2025) ‘Using generative AI for qualitative coding’, Library Trends, 73(3), pp. 213–242. https://doi.org/10.1353/lib.2025.a961193
38. Havelka, S. and McGuinness, C. (2026) ‘Preparing library and information studies students for an AI-driven future: Student perceptions and curriculum insights from the iSchool at University College Dublin (UCD), Ireland’, Information Research: An International Electronic Journal, 31(iConf), pp. 547–562. https://doi.org/10.47989/ir31iconf64119
39. Huang, C., Alhur, A.A., Azam, M., et al. (2025) ‘The challenge of academic integrity in the age of generative artificial intelligence’, Libri, 75(4), pp. 339–354. https://doi.org/10.1515/libri-2025-0024
40. Ibrahim, K. (2026) ‘Using AI to control AI-assisted plagiarism in L2 writing: A critical review of the literature’, Language Testing in Asia, 16(1), 21. https://doi.org/10.1186/s40468-026-00433-9
41. Idris, I. and Nasir, M.K.M. (2026) ‘A systematic review of the risk and concern of generative AI integration in education’, Advances in Humanities and Contemporary Studies, 7(1), pp. 32–41. https://doi.org/10.30880/ahcs.2026.07.01.004
42. Jamil, B., Shaoan, M.M.R., Zeyuan, Y., et al. (2026) ‘Revisiting the research on ChatGPT integration in higher education: A systematic review on ethical dilemmas’, SAGE Open, 16(2), 21582440261431568. https://doi.org/10.1177/21582440261431568
43. Jayasinghe, S., Gamage, K.A.A., Yang, D., et al. (2026) ‘Six institutional intervention areas to support ethical and effective student use of generative AI in higher education: A narrative review’, Education Sciences, 16(1), 137. https://doi.org/10.3390/educsci16010137
44. Jeyaraman, M., Ramasubramanian, S., Balaji, S., et al. (2023) ‘ChatGPT in action: Harnessing artificial intelligence potential and addressing ethical challenges in medicine, education, and scientific research’, World Journal of Methodology, 13(4), pp. 170–178. https://doi.org/10.5662/wjm.v13.i4.170
45. Jiang, Y. and Nakatani, K. (2025) ‘Exploring implementations of GenAI in teaching IS subjects and student perceptions’, Journal of Information Systems Education, 36(2), pp. 180–194. https://doi.org/10.62273/wfho1011
46. Kang, R., Xuan, Z., Tong, L., et al. (2025) ‘Nurse researchers’ experiences and perceptions of generative AI: Qualitative semistructured interview study’, Journal of Medical Internet Research, 27, e65523. https://doi.org/10.2196/65523
47. Khan, Z.I. (2025) ‘Awareness, adoption, challenges and effectiveness of AI tools in research writing: Perspectives of research scholars from India and the United Arab Emirates’, Journal of Web Librarianship, 19(3-4), pp. 221–255. https://doi.org/10.1080/19322909.2025.2577988
48. Khoso, S., Sahito, J.A. and Saif, S. (2026) ‘From passive prompting to critical partnership: AI literacy, human-AI collaboration, and AI dependency among university students’, Kashmir Journal of Academic Research and Development, 2(4), pp. 13–22. https://doi.org/10.71317/kjard.2.4.2026.350
49. Kornieva, Z., Lavidas, N., Lukianenko, V., et al. (2026) ‘Controlled AI support in literature review writing: Student perceptions, textual features, and ethical awareness’, Advanced Education, 20(28), pp. 22–48. https://doi.org/10.20535/2410-8286.368576
50. Kotuła, S.D. and Gmiterek, G. (2026) ‘Case study of the implementation of AI Primo research assistant (beta version) in academic libraries in Poland’, Information Technology and Libraries, 45(2). https://doi.org/10.5860/ital.v45i2.17479
51. Küçük, E., Cincil, F. and Karal, Y. (2025) ‘Systematic review of the ethical use of artificial intelligence (AI) tools in education’, Journal of Theoretical Educational Science, 18(2), pp. 385–412. https://doi.org/10.30831/akukeg.1584990
52. Kumar, R.N., Janani, M. and Shobha, B.G. (2026) ‘ChatGPT for academic assignments: Opportunities, challenges, and student perspectives in the digital classroom’, Journal of Research in Innovative Teaching & Learning, Advance online publication. https://doi.org/10.1108/jrit-08-2025-0202
53. Lan, H., Govindan, S., Deng, Y., et al. (2026) ‘A scoping review of generative AI literacy interventions: Shaping undergraduate students’ awareness of ethical use and misuse in academic writing’. 2026 ASEE North Central Section Conference Proceedings, 27–28 March 2026, Alliance, OH: American Society for Engineering Education. https://doi.org/10.18260/1-2–58334
54. Lin, A., Chen, Z., Jiang, A., et al. (2026) ‘Navigating academic integrity in biomedical research: The impact of large language models on current practices and future directions’, International Journal of Surgery, 112(2), pp. 4418–4433. https://doi.org/10.1097/js9.0000000000003839
55. Liu, Y., Kong, W. and Merve, K. (2025) ‘ChatGPT applications in academic writing: A review of potential, limitations, and ethical challenges’, Arquivos Brasileiros de Oftalmologia, 88(3), pp. 1–9. https://doi.org/10.5935/0004-2749.2024-0269
56. Lopatovska, I., Mack, C. and Connors, E. (2026) ‘iSchool students’ mental models of GenAI’, Information Research: An International Electronic Journal, 31(ISIC), pp. 338–355. https://doi.org/10.47989/ir31isic65224
57. López-López, E.M., Bru-Cordero, O.E. and Correa-Álvarez, C.D. (2026) ‘Academic integrity in the age of AI: University students’ study practices and ethical judgments’, Trends in Higher Education, 5(2), 49. https://doi.org/10.3390/higheredu5020049
58. Mabirizi, V., Katushabe, C., Muhoza, G., et al. (2025) ‘A systematic review of the impact of generative AI on postgraduate research: Opportunities, challenges, and ethical implications’, Discover Artificial Intelligence, 5(1), 238. https://doi.org/10.1007/s44163-025-00495-3
59. Mahadewi, M.P., Aysya, A.A.A., Sofiyani, Z., et al. (2025) ‘The importance of literacy on artificial intelligence for the higher education students: A systematic literature review’, International Journal of Advances in Data and Information Systems, 6(1), pp. 1–14. https://doi.org/10.59395/ijadis.v6i1.1350
60. Mahmoodi, H.R., Hasanzadeh, M. and Razmerita, L. (2026) ‘The impact of ChatGPT on higher education: A systematic review’, International Journal of Digital Content Management, 7(12), pp. 146–179. https://doi.org/10.22054/dcm.2025.84267.1262
61. Maleki, A. (2026) ‘Rethinking ethical academic integrity ecosystems in higher education in the age of artificial intelligence’, Discover Artificial Intelligence, 6(1), 145. https://doi.org/10.1007/s44163-026-00887-z
62. Mamentu, M., Lumi, V.L., Najoan, A.P.C., et al. (2026) ‘The impact of AI literacy on accounting students’ risk management ability: A systematic literature review’, EDUCATIONE, 4(1), pp. 428–437. https://doi.org/10.59397/edu.v4i1.179
63. Manyahi, B.N. and Mang’ehe, D.P. (2025) ‘The effect of ChatGPT on academic work among university students: A systematic literature review’, Journal of Research Innovation and Implications in Education, 9(4), pp. 1122–1131. https://doi.org/10.59765/hps36v
64. Maphosa, M. and Tlomatsana, C. (2026) ‘The use of generative AI tools for students’ research support within higher education institutions’ libraries: A systematic literature review’, Information Research: An International Electronic Journal, 31(2), pp. 215–233. https://doi.org/10.47989/ir31263101
65. Margam, M., Pandey, P. and Bharti, R.K. (2025) ‘Use of ChatGPT by the library and information science students at the University of Delhi’, DESIDOC Journal of Library & Information Technology, 45(2), pp. 85–91. https://doi.org/10.14429/djlit.20570
66. Mariyono, D. and Alif Hidayatullah, A.N. (2025) ‘Navigating the moral maze: Ethical challenges and opportunities of generative chatbots in global higher education’, Applied Computational Intelligence and Soft Computing, 2025(1), 8584141. https://doi.org/10.1155/acis/8584141
67. Mbotho, A. and Mabina, A. (2025) ‘Ethical implications of ChatGPT in higher education: A systematic review’, COMPETITIVE: Journal of Education, 4(2), pp. 172–184. https://doi.org/10.58355/competitive.v4i2.164
68. Memarian, B. and Doleck, T. (2026) ‘A review of AI literacy tools’ contexts, knowledge dimensions, and methodologies’, AI-Enhanced Learning, 2(1), pp. 35–70. https://doi.org/10.70725/168632elbfgi
69. Michalak, R. and Ellixson, D. (2026) ‘Reimagining library FAQs with generative AI: A case study in metadata optimization and user-centered design’, Information Services and Use, 46(1-2), pp. 17–27. https://doi.org/10.1177/18758789261435320
70. Mirzaei, S. and Khayer, B. (2025) ‘Enhancing feedback personalisation with AI-generated analytics: A narrative review’, Learning Letters, 5, 50. https://doi.org/10.59453/ll.v5.50
71. Mortlock, R. and Lucas, C. (2024) ‘Generative artificial intelligence (Gen-AI) in pharmacy education: Utilization and implications for academic integrity: A scoping review’, Exploratory Research in Clinical and Social Pharmacy, 15, 100481. https://doi.org/10.1016/j.rcsop.2024.100481
72. Muhammad, A. and Hasan, I. (2026) ‘Ethical integrations of artificial intelligence in EFL learning: Opportunities, challenges, and fair assessment (students’ perspective)’, Humanities Journal of University of Zakho, 14(1), pp. 8–18. https://doi.org/10.26436/hjuoz.2026.14.1.1638
73. Mukherjee, B. and Kumar, S. (2026) ‘Provision of ethical norms in academic research: A situation analysis on public and private Indian universities’, DESIDOC Journal of Library & Information Technology, 46(3), pp. 306–315. https://doi.org/10.14429/djlit.21169
74. Ncube, P.D.N., Dzvapatsva, G.P., Matobobo, C., et al. (2026) ‘Redefining student assessment in AI-infused learning environments: A systematic review of challenges and strategies for academic integrity’, AI and Ethics, 6(1), 68. https://doi.org/10.1007/s43681-025-00871-w
75. Ni, W. and Li, J. (2026) ‘Mapping the impact of generative AI in higher education: A scoping review of psychological and equity dimensions’, Frontiers in Psychology, 17, 1856854. https://doi.org/10.3389/fpsyg.2026.1856854
76. Nikolopoulou, K. (2026) ‘AI-powered student support: A conceptual paper on ethical AI in education’, Frontiers in Education, 11, 1801972. https://doi.org/10.3389/feduc.2026.1801972
77. Ofusori, L.O. and Hendradi, R. (2025) ‘ChatGPT and its impact on students assessment practices in the higher educational sector: A systematic review’, Journal of Information Systems Engineering and Business Intelligence, 11(1), pp. 65–78. https://doi.org/10.20473/jisebi.11.1.65-78
78. Olohunfunmi, I.A. and Khairuddin, A.Z. (2024) ‘Exploring ethical dilemmas of AI generative tools among higher education students: A systematic review’. Proceedings of the International Conference on Innovation & Entrepreneurship in Computing, Engineering & Science Education (InvENT 2024), Atlantis Press, pp. 255–275. https://doi.org/10.2991/978-94-6463-589-8_24
79. Panda, S. and Kaur, N. (2024) ‘Exploring the role of generative AI in academia: Opportunities and challenges’, IP Indian Journal of Library Science and Information Technology, 9(1), pp. 12–23. https://doi.org/10.18231/j.ijlsit.2024.003
80. Peterson, S. (2025) ‘Addressing student use of generative AI in schools and universities through academic integrity reporting’, Frontiers in Education, 10, 1610836. https://doi.org/10.3389/feduc.2025.1610836
81. Plata, S., De Guzman, M.A. and Quesada, A. (2023) ‘Emerging research and policy themes on academic integrity in the age of Chat GPT and generative AI’, Asian Journal of University Education, 19(4), pp. 743–758. https://doi.org/10.24191/ajue.v19i4.24697
82. Qian, Y. and Bowman, N.A. (2026) ‘Toward responsible integration: A review of applications, capabilities, and perceptions of generative AI in higher education’, Education Sciences, 16(2), 323. https://doi.org/10.3390/educsci16020323
83. Qureshi, S. (2026) ‘AI-based writing assistants in higher education: Impacts on student critical thinking and academic integrity’, VFAST Transactions on Education and Social Sciences, 14(1), pp. 52–70. https://doi.org/10.21015/vtess.v14i1.2396
84. Rahmawati, K.S.N., Suciptaningsih, O.A. and Anggraini, A.E. (2026) ‘Generative AI in educational research: Opportunities, integrity risks, ethical challenges: A PRISMA guided systematic review’, Journal of Innovation and Research in Primary Education, 5(1), pp. 1522–1536. https://doi.org/10.56916/jirpe.v5i1.3106
85. Ramirez, Y.I. (2026) ‘Bring back the blue book? A reflection on teaching strategies, engaged pedagogy, and the challenges of GenAI in the classroom’, Information Research: An International Electronic Journal, 31(iConf), pp. 563–571. https://doi.org/10.47989/ir31iconf64237
86. Rana, N.K. (2025) ‘Generative AI and academic research: A review of the policies from selected HEIs’, Higher Education for the Future, 12(1), pp. 97–113. https://doi.org/10.1177/23476311241303800
87. Reinke, N.B., Parkinson, A.L. and Kafer, G.R. (2025) ‘A tutorial activity for students to experience generative artificial intelligence: Students’ perceptions and actions’, Advances in Physiology Education, 49(2), pp. 461–470. https://doi.org/10.1152/advan.00245.2024
88. Reis, L.K. and Schütz, P. (2026) ‘Mapping the field: A comparative analysis of the research on AI literacy in higher, continuing, and further education since 2022’, MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 71, pp. 91–141. https://doi.org/10.21240/mpaed/71/2026.08.05.x
89. Roe, J., Renandya, W.A. and Jacobs, G.M. (2023) ‘A review of AI-powered writing tools and their implications for academic integrity in the language classroom’, Journal of English and Applied Linguistics, 2(1), 3. https://doi.org/10.59588/2961-3094.1035
90. Sadudeen, M.A., Lawal, H.O. and Obasanya, A.O. (2025) ‘The rise of AI tools in classrooms: Threat or opportunity for academic integrity’, Elicit Journal of Education Studies, 1(1), pp. 90–108. https://doi.org/10.65820/ejes-7vol1-issue1-2025
91. Sahu, A. and Sahu, A. (2024) ‘Revolutionary applications of generative AI in higher education institutes (HEIs) and its implications’, Library Philosophy and Practice, 8087. https://digitalcommons.unl.edu/libphilprac/8087/
92. Salamah, W. (2026) ‘The role of artificial intelligence in detecting and preventing academic dishonesty in higher education: A systematic review’, Frontiers in Education, 11, 1880283. https://doi.org/10.3389/feduc.2026.1880283
93. Sallam, M. (2023) ‘ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns’, Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887
94. Sanz-Tejeda, A., Domínguez-Oller, J.C., Baldaquí-Escandell, J.M., et al. (2026) ‘The impact of generative AI on academic reading and writing: A synthesis of recent evidence (2023–2025)’, Frontiers in Education, 10, 1711718. https://doi.org/10.3389/feduc.2025.1711718
95. Shabir, A. (2025) ‘Generative AI writing tools and academic writing in higher education: A systematic review of empirical and review studies’, Information Technology Education Journal, 4(3), pp. 543–557. https://doi.org/10.59562/intec.v4i3.10494
96. Shabut, A., Sangvikar, V., Lu, X., et al. (2026) ‘Generative AI in higher education: A structured integrative literature review of student–staff partnership, responsible use, and inclusive learning’, Information, 17(9), 853. https://doi.org/10.3390/info17090853
97. Sharma, R.C. and Panja, S.K. (2025) ‘Addressing academic dishonesty in higher education: A systematic review of generative AI’s impact’, Open Praxis, 17(2), pp. 251–269. https://doi.org/10.55982/openpraxis.17.2.820
98. Sharma, S. (2026) ‘Teaching tip: Generative AI in Excel: A hands-on module for text mining with Microsoft Copilot’, Journal of Information Systems Education, 37(2), pp. 218–242. https://doi.org/10.62273/krav4122
99. Sikandar, S., Nasir, A. and Afzal, S. (2026) ‘Artificial intelligence and student learning in higher education: Opportunities, challenges, and future directions’, Journal of Emerging Trends in Social Sciences and Humanities, 3(2), pp. 253–264. https://doi.org/10.68065/joetssh.03.02.80
100. Sodangi, U. and Isma’il, A. (2025) ‘Responsible integration of generative artificial intelligence in academic writing: A narrative review and synthesis’, Journal of Artificial Intelligence, Machine Learning and Neural Network, 5(2), pp. 13–23. https://doi.org/10.55529/jaimlnn.52.13.23
101. Springmier, K. (2025) ‘An exploration of faculty and student perceptions of generative AI’, Library Trends, 73(4), pp. 426–442. https://doi.org/10.1353/lib.2025.a968490
102. Sriram, A., Nichols, E., Ganti, L., et al. (2026) ‘Ethical and responsible use of artificial intelligence in medical education’, International Journal of Emergency Medicine, 19(1), 239. https://doi.org/10.1186/s12245-026-01389-6
103. Stroud, R., Du, J., Lai, C., et al. (2026) ‘Mapping the evolution of AI and academic literacy research in undergraduate humanities education: A two-period scoping review’, Journal of Applied Artificial Intelligence in Education, 2(1), pp. 177–202. https://doi.org/10.66053/jaaie.v2i1.873
104. Sun, R. and Deng, X. (2025) ‘Using generative AI to enhance experiential learning: An exploratory study of ChatGPT use by university students’, Journal of Information Systems Education, 36(1), pp. 53–64. https://doi.org/10.62273/zlum4022
105. Suprobo, W., Basuki, S. and Nurasiah (2025) ‘A systematic literature review: Impact of generative AI as technology to learning in higher education’, Khazanah Informatika: Jurnal Ilmu Komputer dan Informatika, 10(2), pp. 135–142. https://doi.org/10.23917/khif.v10i2.3056
106. Tahir, M.S., Qurat-Ul-Ain and Zahra, A. (2026) ‘Impact of generative artificial intelligence on student engagement, self-regulated learning, and academic integrity in higher education’, The Critical Review of Social Sciences Studies, 4(1), pp. 618–628. https://doi.org/10.59075/r46hb079
107. Ugwu, C.U. (2026) ‘Impact of generative artificial intelligence on healthcare education: A systematic review of learning outcomes and academic integrity’, International Journal of Applied Resilience and Sustainability, 2(2), pp. 1322–1355. https://doi.org/10.70593/deepsci.0202053
108. van der Linde, G., Rodriguez-Montoya, C. and Garrido, L.E. (2025) ‘Landscape of AI literacy in education: Approaches, impacts, and challenges for student preparedness—a narrative review’, Discover Education, 4(1), 561. https://doi.org/10.1007/s44217-025-00924-6
109. Van Wyk, B. (2024) ‘Exploring the philosophy and practice of AI literacy in higher education in the Global South: A scoping review’, Cybrarians Journal, (73), pp. 1–21. https://doi.org/10.70000/cj.2024.73.601
110. Viswanathan, V., Weitz, R. and Rosenthal, D. (2026) ‘Teaching tip: Generative AI in education: Building intelligent tutors with large language models’, Journal of Information Systems Education, 37(2), pp. 167–183. https://doi.org/10.62273/cocj8767
111. Wakeman, S., Johnson, H., Cary, J., et al. (2026) ‘AI literacy: University students’ perceptions and practices’, Trends in Higher Education, 5(2), 44. https://doi.org/10.3390/higheredu5020044
112. Wang, D., Deng, X., Lu, X., et al. (2026) ‘From human to AI: University students’ trust in generative AI as reference librarians’, Information Research: An International Electronic Journal, 31(iConf), pp. 1313–1324. https://doi.org/10.47989/ir31iconf64203
113. Wei, Y. and Perkins, M. (2026) ‘Generative AI and student collaboration: A scoping review of group work processes, outcomes, and risks’, International Journal for Educational Integrity, 22(1), 8. https://doi.org/10.1007/s40979-026-00217-x
114. Weng, X., Xia, Q., Gu, M., et al. (2024) ‘Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends’, Australasian Journal of Educational Technology, 40(6), pp. 37–55. https://doi.org/10.14742/ajet.9540
115. Yarboi, P.Y., Adu-Manu, K.S., Amponsah, S., et al. (2026) ‘A systematic review of ethical integration of generative AI in higher education’, Education Sciences, 16(7), 1016. https://doi.org/10.3390/educsci16071016
116. Yasmin, T. and Khan, M.K. (2026) ‘Students’ perceptions of ChatGPT in academic research libraries: Opportunities, challenges, and implementation priorities’, TAMSAAL, 4(8), pp. 29–45. https://doi.org/10.59075/tamsaal.v4i8.107
117. Yoon, J. and Kawshalya, M.A.D.R. (2026) ‘Generative AI in higher education: A PRISMA-ScR scoping review of academic support, multilingual mediation, ethics, dependence, and risk’, Asia-Pacific Journal of Convergent Research Interchange, 12(8), pp. 91–105. https://doi.org/10.47116/apjcri.2026.08.07
118. You, S. (2024) ‘A systematic review of the impact of ChatGPT on higher education’, International Journal of Technology-Enhanced Education, 3(1), pp. 1–14. https://doi.org/10.4018/ijtee.343528
119. Yueh, R. (2026) ‘AI literacy and ethical capability in business education: A structured narrative review and competency framework’, International Journal of Business & Management Studies, 7(7), pp. 1–9. https://doi.org/10.56734/ijbms.v7n7a1
120. Zavalina, O.L. (2026) ‘Integration of generative artificial intelligence (GenAI) in metadata training’, Information Research: An International Electronic Journal, 31(iConf), pp. 1534–1541. https://doi.org/10.47989/ir31iconf64272
121. Zeshan, A.H. and Hu, X. (2026) ‘Reframing creative learning: A conceptual framework for design literacy in the GenAI era’, Information Research: An International Electronic Journal, 31(iConf), pp. 317–327. https://doi.org/10.47989/ir31iconf64273
122. Zhang, L., Amos, C. and Pentina, I. (2025) ‘Interplay of rationality and morality in using ChatGPT for academic misconduct’, Behaviour & Information Technology, 44(3), pp. 491–507. https://doi.org/10.1080/0144929x.2024.2325023