Loading article...
Loading article...
Stream/Area:
-
Subject:
-
Paper ID:
IJSREM67215
Volume:
10 |
9 |
Sep 2026
Pages:
1-4
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
School Of Sciences
KK MODI UNIVERSITY, DURG
HOD, School Of Sciences
KK MODI UNIVERSITY, DURG
The integration of Generative Artificial Intelligence (GenAI) into higher education has catalyzed a paradigm shift in instructional design, knowledge acquisition, and assessment. This paper synthesizes current literature to systematically analyze the dual-edged impact of GenAI. While AI tools facilitate personalized learning and automate administrative workflows, they simultaneously introduce critical vulnerabilities regarding academic integrity, cognitive offloading, and socio-economic equity. Through a comprehensive literature and gap analysis, this study identifies underexplored areas—specifically the long-term cognitive impacts of technology dependence, the "Psychosocial-Equity Nexus," and the need for new epistemological frameworks in prompt-based learning. The paper concludes with actionable recommendations for researchers, policymakers, and educators to construct ethical, AI-resilient pedagogical environments.
KEYWORDS
Generative AI holds enormous promise for empowering education and transforming instructional practices. However, its uncontrolled application risks severe technological dependency, social isolation, and academic dishonesty. Future research must urgently pivot from exploring "what AI can do" to "how AI affects the human learner longitudinally." Only through rigorous, equity-focused, and ethically grounded research can higher education institutions navigate this technological frontier responsibly.
1. Ansari, et al. (2023). Explore the global evidence of ChatGPT use in higher education: Systematic scoping review. 2. Hon, K. K. L. (2025). Generative AI in Higher Education: A Systematic Review of Its Effects on Learning Outcomes and Academic Performance. Journal of Educational Computer Science. 3. Hubbard & Gawthorpe (2024). Generative AI in Higher Education: Balancing Innovation and Integrity. Frontiers. 4. Yusuf, et al. (2024). Generative AI's implications on higher education students' 21st century skills. Emerald Publishing. 5. ResearchGate Contributors (2026). Generative AI in Higher Education: Challenges and Opportunities for Course Learning. 6. Hwang, G. J., & Chen, N. S. (2023). Editorial: Exploring the potential of generative AI in education. Computers and Education: Artificial Intelligence, 4, 100118. 7. Kasneci, E., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. 8. Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. 9. Lodge, J. M., et al. (2023). Understanding generative AI in education: Principles and practices. Australasian Journal of Educational Technology, 39(3), 1–12. 10. Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. Education and Information Technologies, 28(6), 7589–7608.
Publication Date
9/12/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
Documents
Article Views
0
Total views since publication
PDF Downloads
3
Total downloads since publication
Geographic Reach
5
Digital Preservation: This article is permanently archived on Zenodo and complies with all data preservation standards across major indexing platforms.
Plagiarism Screening
This manuscript has been checked for plagiarism using TurnitinPlagiarismChecker software.
Conflict of Interest
The authors declare no conflict of interest related to this research work.
Funding Information
No funding information available for this research.
Related research in the same subject area
Loading similar articles...