Aug 2026· Journal of Asia Entrepreneurship and Sustainability· 0 citations
TL;DR
AI has the highest potential in education when it is used to complement rather than to replace human instruction, and when universities combine technology use with training in critical thinking, digital ethics, and self-control.
Abstract
University students belonging to Generation Z have brought to higher education learning habits, attention patterns, and expectations formed almost exclusively in an environment where interactions with digital and algorithmically mediated technologies prevail. Simultaneously, advanced generative and adaptive artificial intelligence (AI) tools are no longer limited to peripheral applications within the field of educational technology but have become integral in helping students search for information, develop writing skills, receive constructive feedback, and manage their learning behavior. This paper offers a conceptual and systematic literature review of the topic of how AI could be effectively used in higher education in order to improve learning of Generation Z students. The study analyses peer-reviewed research articles found in Scopus- and Web of Science-indexed Journals over the period of 2015-2026 and focuses on the ways how personalized and adaptive learning systems, intelligent tutoring systems, and generative AI tools like ChatGPT influence students' motivation, engagement, and self-regulated learning. In order to do so, the review employs four theoretical frameworks: Prensky's framework of digital natives, Self-Determination Theory, Self-Regulated Learning Theory, and the Unified Theory of Acceptance and Use of Technology (UTAUT2). The paper discusses the existing pedagogical approaches such as flipped and hybrid classrooms, use of AI in formative assessment, gamification and project-based learning, and prompt literacy, as well as major problems associated with the application of AI in the learning process (algorithmic bias, academic integrity, dependency on AI, data privacy issues, and inequitable access). In the conclusion, AI has the highest potential in education when it is used to complement rather than to replace human instruction, and when universities combine technology use with training in critical thinking, digital ethics, and self-control. Implications for curriculum design, teacher development, and policy-making are discussed along with suggestions for future research.
ChatGPT has rapidly gained popularity among educators and learners, demonstrating its potential to facilitate interactive learning, personalized assistance, and academic support, and the need for guidelines, digital literacy, and ethical frameworks to ensure productive and balanced use of AI in education.
Anuradha Dwivedi, Pragati Pandey, Naveen Mni· International journal of com...· 0 citations
Artificial Intelligence (AI) has emerged as a transformative force in the field of education, revolutionizing the ways in which students access information, learn new concepts, and complete academic tasks. Among the various AI-powered tools, ChatGPT, developed by OpenAI, has gained significant popularity due to its ability to generate human-like responses, provide instant academic assistance, and support personalized learning experiences. This research paper examines the impact of ChatGPT on students' academic performance, with particular emphasis on its benefits, challenges, and implications for contemporary education systems. The study explores how ChatGPT assists students in understanding complex concepts, improving writing skills, enhancing research capabilities, and promoting independent learning. It also analyzes the role of ChatGPT in increasing learning efficiency by providing immediate feedback and customized educational support. At the same time, the paper highlights several concerns associated with its use, including overdependence on AI-generated content, academic dishonesty, plagiarism, reduced critical thinking abilities, and issues related to the accuracy and reliability of information. Using a qualitative and analytical research approach based on secondary data, the study reviews scholarly literature, educational reports, policy documents, and recent developments in AI-assisted learning. The findings indicate that while ChatGPT has considerable potential to improve academic performance and learning outcomes, its effectiveness depends largely on responsible usage, digital literacy, and appropriate institutional guidelines. The study concludes that ChatGPT should be viewed as a supplementary educational tool rather than a replacement for human instruction, creativity, and critical thinking. Educational institutions, policymakers, and educators must develop ethical frameworks and awareness programs to ensure that AI technologies are integrated into education in a manner that enhances learning while preserving academic integrity and educational quality.
Priti Mishra· International Journal For Mu...· 0 citations
Generative Artificial Intelligence (AI) has rapidly transformed the educational landscape by providing intelligent,
interactive, and personalized learning support. Among the various AI-powered tools, ChatGPT has emerged as one of the most
widely adopted applications in higher education, particularly in computer science education. This paper explores the role of
ChatGPT in improving programming skills, conceptual understanding, problem-solving abilities, and academic productivity
among computer science students. The study also examines the benefits and challenges associated with integrating ChatGPT
into teaching and learning environments. While ChatGPT enhances personalized learning, instant feedback, and coding
assistance, concerns regarding academic integrity, overdependence, misinformation, and reduced critical thinking remain
significant. The paper concludes that ChatGPT should serve as a complementary educational tool rather than a replacement for
educators. Proper institutional policies, AI literacy, and ethical guidelines are essential to maximize its educational benefits
while minimizing associated risks.
Chethan Tr, Deepika T N, Soumya et al.· International Journal for Re...· 0 citations
Artificial intelligence, particularly AI Chatbots, is bringing about significant transformations in mathematics education methods. Through a literature review approach, this paper analyzes the opportunities and challenges, and proposes pedagogical directions when integrating AI Chatbots into self-directed mathematics teaching environments. The synthesized results reveal that AI Chatbots not only support learners in their cognitive processes but also contribute to establishing a psychologically safe learning environment. This tool enables students to learn at their own pace, reduces repetitive calculations to allow a greater focus on higher-order mathematical thinking, and simultaneously fosters metacognition through the development of prompt engineering skills. Despite these benefits, the application of AI in education still presents numerous challenges. Learners may become overly dependent on AI and gradually develop a distorted perception of their own self-learning capabilities, while teachers also encounter significant difficulties in managing and controlling the teaching process. To overcome these limitations, the study proposes three pedagogical directions: transitioning to a human-AI collaboration model in teaching, implementing reverse pedagogical practicums, and notably, exploiting AI errors to create situations that help students hone their reasoning and develop critical thinking skills. Overall, AI can only truly maximize its effectiveness in education when utilized in conjunction with an appropriate pedagogical strategy that has a clear orientation and is actively orchestrated by the educator.
M. G. Nguyen· Scientia. Technology, Scienc...· 0 citations
This document outlines the conceptual, theoretical, and methodological underpinning of the AI-Augmented Pedagogy Integration Model (AAPIM), which has now been further supported by a growing evidence base of 2025–2026 meta-analyses and systematic reviews.
Ahnaf Afsin, Rumaysha Tahan Towaa, Kasif Suhail Ayate et al.· Frontiers in Computer Scienc...· 0 citations
Currently, generative artificial intelligence (GAI) has developed rapidly, while science education is a key part of the artificial intelligence (AI)-transformed modern society. Thus, the issue of combining AI with science education has become a hot topic of focus for educational researchers. Several researchers have investigated the applications and challenges of ChatGPT in middle and high schools. However, there is still a knowledge gap in the changes of learning modes for students in primary schools in the age of AI. Therefore, this study explores the relationship between ChatGPT and science learning modes for pupils based on a detailed review of established literature. The review finds that GAI is positively associated with many educational outcomes. For instance, teachers use GAI to prepare personalized learning materials, engage in interactive dialogue during the students’ learning phases, and provide effective feedback in time. The broad application of GAI helps students’ learning process transform from rigid memorization to active exploration. It can also improve the cultivation of scientific thinking and abilities of “observation - inquiry - exploration - conclusion”.