Generative AI in Technology-Oriented Higher Education: A Systematized Review and Survey on Students’ Perceptions of Performance, Autonomy, and Ethical Implications

Abstract

Generative Artificial Intelligence (GenAI) is rapidly reshaping higher education, especially in technology-oriented programs where critical thinking and complex problem solving are core outcomes. This study triangulates global and local evidence on performance/efficiency, usage, autonomy, critical-thinking engagement, and ethics by combining a systematized review informed by Kitchenham and structured using selected PRISMA 2020 elements (2020–2025; last search: May 2025; 49 studies; Scopus, ACM Digital Library, IEEE Xplore, and SpringerLink; not prospectively registered) with an anonymous survey of 302 computing and engineering students from a single university in Ecuador. The expert-reviewed instrument showed acceptable internal consistency for most scale-based dimensions (McDonald’s ω), whereas institutional and ethics-related items were analyzed primarily at the item level. Results showed near-universal academic GenAI use (96%), with 47% of students reporting weekly use and 26% daily use. Research-related work was the most frequent application (81.5%), followed by homework (48.3%), report writing (43.7%), and exam preparation (41.7%). Although students reported perceived efficiency gains, concerns persisted about reduced analytical engagement and technological dependence (84.1%). Ethical concerns centered on dependence, authenticity, and data privacy, while institutional responses pointed to the need for formal training (96.7%) and clearer guidance. Based on this triangulation, we propose a context-bounded interpretive framework suggesting that GenAI’s educational value depends on instructional and governance conditions that preserve autonomy, critical thinking, integrity, and equity.