Jul 2026· Tennessee Community Service International of Empowerment· 0 citations· 23 references
TL;DR
The findings indicate that GenAI enhances personalized learning, learning motivation, academic engagement, self-regulated learning, self-regulated learning, and learning effectiveness while supporting more flexible and learner-centered educational environments.
Abstract
Generative artificial intelligence (GenAI) has rapidly emerged as a transformative technology in higher education, creating new opportunities for educational innovation while raising important psychological concerns. This study aims to synthesize current evidence on the educational and psychological perspectives of GenAI in higher education. A qualitative literature review approach was employed using secondary data collected from peer-reviewed journal articles, systematic reviews, conference proceedings, academic books, and official reports, with priority given to publications indexed in Scopus and Web of Science. The reviewed literature was analyzed using qualitative thematic analysis to identify major themes related to educational innovation, AI literacy, self-regulated learning, learning motivation, academic engagement, psychological well-being, critical thinking, technology dependence, and ethical issues. The findings indicate that GenAI enhances personalized learning, learning motivation, academic engagement, self-regulated learning, and learning effectiveness while supporting more flexible and learner-centered educational environments. However, the review also highlights psychological and educational challenges, including excessive dependence on AI, reduced critical thinking, academic integrity concerns, technology-related anxiety, and ethical issues associated with AI-assisted learning. The study further emphasizes that AI literacy and responsible pedagogical integration are essential for maximizing the educational benefits of GenAI while minimizing its psychological risks.
Artificial intelligence (AI) has rapidly transformed higher education by reshaping teaching practices, learning environments, and students' educational experiences. Alongside its pedagogical benefits, AI has generated increasing interest regarding its psychological implications for university students. This study aims to synthesize current evidence concerning the psychological effects of AI in higher education and to identify educational implications for its responsible implementation. A qualitative documentary research approach was employed using secondary data collected from peer-reviewed journal articles, systematic reviews, conference proceedings, academic books, and official reports, with priority given to publications indexed in Scopus and Web of Science between 2019 and 2025. Qualitative content analysis was applied to identify major themes related to students' psychological experiences in AI-supported learning environments. The findings indicate that AI enhances learning motivation, academic engagement, self-efficacy, self-regulated learning, and psychological well-being through personalized learning, adaptive feedback, and flexible educational support. At the same time, AI presents significant psychological challenges, including excessive dependence on AI-generated content, reduced critical thinking, academic anxiety, ethical concerns, technology dependence, and risks to academic integrity. The review further highlights that the psychological impact of AI depends largely on how educational institutions integrate AI into teaching and learning rather than on the technology itself. In the context of higher education in Vietnam, successful AI implementation requires not only technological infrastructure but also AI literacy, ethical guidelines, innovative assessment practices, and psychological support for students. The study contributes to the growing literature on educational psychology and provides theoretical and practical implications for developing responsible, ethical, and psychologically supportive AI-enhanced higher education.
Yen Thi Hai Tran· International journal of lif...· 0 citations
Across the reviewed studies, generative AI was found to enhance language learning through personalized feedback, increased learner autonomy, and greater learning engagement, but concerns regarding academic integrity, AI literacy, ethical issues, and institutional readiness remain significant challenges to its sustainable implementation.
N. H. Hong Nhung· International journal of soc...· 0 citations
Artificial Intelligence (AI) has emerged as a transformative force in education by reshaping teaching-learning processes and enhancing students’ academic motivation through personalized, adaptive, and learner-centered educational experiences. The present study explores the transformative role of AI in fostering academic motivation by synthesizing contemporary literature and international policy perspectives. The objectives of the study were to examine how AI-powered educational technologies influence learner engagement, self-regulated learning, and motivation; identify educational opportunities offered by AI; analyse the associated ethical challenges; and suggest future directions for responsible AI integration in education. The study adopted a qualitative research methodology based on document analysis and narrative literature review. Secondary data were collected from peer-reviewed journal articles, scholarly books, conference proceedings, and policy documents published mainly between 2018 and 2025, including reports from UNESCO, OECD, and other internationally recognized organizations. The collected literature was analysed using thematic analysis, which generated five major themes: personalized learning and learner autonomy, intelligent feedback and self-regulated learning, learner engagement through generative AI, teacher support and instructional innovation, and ethical challenges influencing academic motivation. The findings indicate that AI significantly enhances academic motivation by providing personalized learning pathways, immediate feedback, adaptive instructional support, and interactive learning experiences that strengthen learners’ autonomy, confidence, engagement, and persistence. AI also supports teachers by automating routine tasks and improving instructional effectiveness while promoting inclusive education through assistive technologies. However, challenges related to data privacy, algorithmic bias, digital inequality, academic integrity, and AI literacy require careful consideration. The study concludes that AI should function as a human-centered educational partner that complements rather than replaces teachers. Responsible, ethical, and inclusive AI implementation is essential for maximizing its potential to enhance academic motivation and foster meaningful, future-ready learning environments.
B. Roy· International Journal of Mul...· 0 citations
Generative Artificial Intelligence (GenAI) has rapidly transformed higher education practices, creating new opportunities for pedagogical innovation while introducing complex challenges related to assessment validity, academic integrity, and institutional governance. However, existing studies remain fragmented across technological adoption, learning processes, assessment practices, and ethical considerations, limiting a comprehensive understanding of how GenAI can be integrated responsibly into higher education ecosystems. This systematic literature review aims to synthesize current evidence on the educational implications of GenAI by examining its influence on teaching transformation, student learning, assessment redesign, and academic integrity governance. Following the PRISMA framework, relevant studies were systematically identified, screened, and analyzed to reveal emerging patterns, challenges, and future research directions in GenAI adoption within higher education. The synthesis revealed four interconnected themes: (1) transformation of teaching practices through AI-supported instructional design and efficiency improvement, (2) enhancement of student learning through personalization and self-regulated learning support, (3) evolution of assessment toward authentic and competency-oriented approaches, and (4) development of institutional governance frameworks addressing ethical, privacy, transparency, and integrity concerns. The findings indicate that successful GenAI integration requires a balanced approach combining technological capability, pedagogical redesign, and responsible governance. This review contributes to Artificial Intelligence in Education (AIED) research by proposing an integrated perspective for sustainable GenAI adoption and identifying priorities for future empirical investigations.
Syusinka Rahmatika, Martanto, Ryan Hamonangan· Immortalis Journal of Interd...· 0 citations
An AI-Mediated Learning Culture Framework is proposed that maps the interrelationships between technological affordances, academic practices, and learner agency and offers directions for empirical research and supports higher education institutions in designing AI-responsive learning environments.
Rachmat Satria· IQRO Journal of Islamic Educ...· 0 citations
With the rapid development of artificial intelligence (AI), generative artificial intelligence (GenAI) has been widely applied in higher education, specifically bringing both opportunities and potential challenges. This review focuses on the application of GenAI in teaching, learning, assessment and institutional governance within the higher education context. By adopting a literature review approach, this paper reviews and analyses research on GenAI in education. The findings reveal that GenAI can effectively improve teaching efficacy, enable personalised learning experiences, and streamline assessment procedures. However, its implementation also draws attention to concerns regarding academic integrity, data privacy, algorithmic bias, and ethical governance. In accordance, higher education institutions should strengthen AI literacy training for faculty and students, while improving institutional guidelines and establishing responsible governance mechanisms. Future research is recommended to conduct longitudinal investigations, cross-cultural comparative analyses, and in-depth studies on teacher professional development, in order to support the sustainable and long-term integration of GenAI into higher education.
Xi Bi· Exploring Science Academic C...· 0 citations
