Aug 2026· IQRO Journal of Islamic Education· 0 citations· 24 references
TL;DR
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.
Abstract
The rapid expansion of generative artificial intelligence (Gen AI) in higher education is reshaping not only learning practices but also the cultural conditions through which students engage with knowledge, academic communities, and their responsibilities as learners. While existing research has predominantly examined Gen AI through technological, pedagogical, and ethical perspectives, its role in transforming learning culture remains insufficiently synthesised. This study aims to synthesise how Gen AI reshapes learning culture in higher education by examining transformations in learning practices, academic norms, academic identity, learning interactions, and self-regulated learning. Guided by the JBI methodology and reported in accordance with PRISMA-ScR, this scoping review identified, appraised, and thematically synthesised 25 peer-reviewed studies published between 2020 and 2026. The synthesis indicates that AI-mediated learning culture emerges through dynamic interactions among Gen AI affordances, academic norms, learner identity, learning interactions, and self-regulation mechanisms. Gen AI therefore operates not merely as a learning tool, but as a socio-cultural mediator that influences how students study, produce knowledge, collaborate, and negotiate academic responsibility. Drawing on these findings, the review proposes an AI-Mediated Learning Culture Framework that maps the interrelationships between technological affordances, academic practices, and learner agency. This conceptual synthesis offers directions for empirical research and supports higher education institutions in designing AI-responsive learning environments.
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
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
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.
Nguyễn Khánh Dương, Bui Van Liem, L. Quynh· Tennessee Community Service...· 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
Introduction: The rapid diffusion of artificial intelligence (AI) tools into higher education has reshaped how students search, process, and produce knowledge, yet universities in decentralized regions of Indonesia continue to debate whether these tools strengthen or erode the digital competence and digital literacy that underpin responsible learning. Objective: This conceptual paper examines how AI-mediated learning can be understood as a bridge, rather than a substitute, between students’ digital competence and their digital literacy, and proposes an integrative framework for higher education contexts such as South Sulawesi, Indonesia. Methodology: Adopting a narrative and conceptual review approach, the paper synthesizes peer-reviewed literature published between 2020 and 2026 on AI in learning, digital competence frameworks (including DigCompEdu and related models), and digital literacy scholarship, triangulating these strands with recent Indonesian empirical studies on AI adoption in higher education. Results: The synthesis indicates that AI functions as a bridging mechanism when its use is scaffolded by explicit competence-building and critical literacy practices, but functions as a displacement mechanism when adopted without pedagogical structure, producing convenience without comprehension. Four bridging pathways are identified: procedural scaffolding, critical verification, reflective self-regulation, and ethical co-authorship. Discussion and Conclusions: The paper argues that Indonesian public universities, illustrated through the higher education landscape of South Sulawesi, are well positioned to operationalize this bridge through curriculum-embedded AI literacy modules, lecturer digital-competence development, and institutional policy anchored in Pancasila values of responsible, collective knowledge use. The proposed AI-Bridged Digital Competence and Literacy (ABDCL) framework offers a conceptual tool for future empirical validation rather than a report of field data.
Jusman Jusman, MS AndiTrisnowali, Jusman Tang et al.· Journal of Intelligent Decis...· 0 citations
The incorporation of Generative Artificial Intelligence (AI) into higher education has transformed pedagogical practices, particularly through the development of personalized strategies, educational data analysis, and the reorganization of teaching and learning processes. This study aimed to analyze the main pedagogical transformations associated with Generative AI, Learning Analytics, and learning personalization in higher education, highlighting their potential, challenges, and contemporary implications. An integrative literature review was conducted using the ERIC, Latindex, SpringerLink, and Miguilim databases, considering publications from 2021 to 2026 in Portuguese and English. Studies addressing generative technologies, adaptive learning, educational data analysis, and personalized learning pathways were analyzed. The findings indicated potential to expand learning individualization, support content production, facilitate feedback, improve assessment processes, and inform pedagogical decision-making. However, challenges related to academic integrity, privacy, information reliability, equity, AI literacy, and teacher training were also identified. It is concluded that integrating these technologies has transformative potential when guided by ethical principles, qualified pedagogical mediation, and consistent institutional policies.
Rosiane Almeida Minet Marsaioli, Tiago Mendonça Scavone, Francisco Pujol et al.· Revista de Estudos Interdisc...· 0 citations