Generative artificial intelligence in higher education: Educational and psychological perspectives

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.