A Systematic Review of Research on ChatGPT in Higher Education

This study specifically examines the English teaching material needs of lecturers at STIT Tanggamus and STIT Pringsewu to enhance students’ critical thinking skills. Recognizing that critical thinking is an essential competence in higher education, particularly in English language learning, this research adopts a mixed-methods design to explore the types of materials currently in use, lecturers’ perceptions of students’ critical thinking abilities, and the gaps between existing resources and instructional needs. The study employed a mixed-methods approach, utilizing questionnaires, semi-structured interviews, and document analysis for data collection. The findings highlight a prevalent reliance on authentic materials, underscoring the need for explicit critical thinking frameworks and contextual relevance within the Islamic educational environment. Lecturers expressed concerns regarding students’ limited critical thinking capacity, citing language barriers, insufficient scaffolding, and lack of pedagogical support. It is crucial to redesign English teaching materials systematically to integrate higher-order thinking tasks, align with students' cultural and religious backgrounds, and provide clear instructional guidance. The findings highlight the essential requirements for both material development and professional training to enhance the cultivation of critical thinking in English language education within Indonesian Islamic higher education institutions.

Large-group activities have increased in higher education since 2000. Research focused on the possibility to have positive effects on students’ learning, regardless of the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarises the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of 78 articles met the inclusion criteria and were selected for thematic analysis. These studies came from a wide range of disciplines, types of institutions, and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student–teacher and student–student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students’ motivation and commitment, and (5) the use of online teaching resources. The discussion is centred on the conditions by which large-group activities can be effective learning strategies in terms of student’s achievement of learning outcomes.

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

Generative AI is an emerging tool in higher education; however, its connection with transversal competencies, as well as their sustainable adoption, remains underexplored. The study aims to analyze the scientific and conceptual development of generative artificial intelligence in higher education to identify the most relevant transversal competencies, strategic processes for its sustainable implementation, and global trends in academic production. A systematic literature review (PRISMA) was conducted on the Web of Science, Scopus, and PubMed, analyzing 35 studies for narrative synthesis and 897 publications for bibliometric analysis. The transversal competencies identified were: Academic Integrity, Critical Thinking, Innovation, Ethics, Creativity, Communication, Collaboration, AI Literacy, Responsibility, Digital Literacy, AI Ethics, Autonomous Learning, Self-Regulation, Flexibility, and Leadership. The conceptual framework connotes the interdisciplinary nature and five key processes were identified to achieve the sustainable integration of Generative AI in higher education oriented to the development of transversal competencies: (1) critical and ethical appropriation, (2) institutional management of technological infrastructure, (3) faculty development, (4) curricular transformation, and (5) pedagogical innovation. On bibliometric behavior, scientific articles predominate, with few systematic reviews. China leads in publication volume, and social sciences are the most prominent area. It is concluded that generative artificial intelligence is key to the development of transversal competencies if it is adopted from a critical, ethical, and pedagogically intentional approach. Its implications and future projections in the field of higher education are discussed.

The Impact of Primary Mentors and Career Development Committees on Junior Faculty Productivity in a Pediatric Academic Health Center

This paper aims to identify the main topics on which scientific research has been oriented, from 2019 through 2022, about the use of educational technology in teaching and learning. The methodological approach used was qualitative. The sample size was n = 92 (scientific articles from Web of Science, Scopus, Eric, and Google Scholar databases). Thematic analysis was used for data analysis. From the analysis of the data, it has been established that the main topics on which scientific research is oriented are the use of educational technology (1) for the learning environment, (2) as a pedagogical approach, (3) for student assessment, and (4) in support of students with special needs. Some perspectives are also given regarding the orientation of scientific research in this field.

Purpose This study aims to characterize, quantitatively and qualitatively, the existing research on popular reporting (PR) in the public sector, to synthesize and evaluate its current state. An overview of published research in this field will ultimately allow us to identify trends and opportunities for future research. Design/methodology/approach The paper combines both quantitative and qualitative analyses of scientific papers selected from the Web of Science (WoS) and Scopus databases. It analyzes mainly the evolution of production over the years, areas of knowledge, authors and their affiliations, methodological approaches, countries and jurisdictions and research topics explored. Findings PR in the public sector is a topic still in an early stage of research (only 19 papers in the last eighteen years), by a very limited number of authors. Studies have mainly focused the USA and the local governments. Qualitative methods, namely case studies, have prevailed. Most of the empirical approaches have addressed possible characteristics and content of the PR. Non-empirical papers broadly have suggested PR as a tool to increase accountability. Research limitations/implications Given its potential contribution to accountability in the public sector, it seems important that PR becomes an institutionalized practice. For this, it is necessary to deeper understand and study this matter. The development of effective practice guidance and standards by regulators and the like, would be leveraged by the contribution of academics by increasing research on this topic. The research would benefit from more authors interested in the topic and an extension to countries other than the USA and Italy, and jurisdictions other than the local governments. Originality/value To the best of the authors’ knowledge, no study so far has sought to characterizing the existing research on PR in the public sector. This study contributes by identifying trends and gaps in this research field, proposing topics for future development, which can help academics to develop research that adds to the advancement of this field. Research gaps identified point to a need to empirically confirm the impact of PR on accountability. Also, exploring about the content of PR may in the future include, among other topics, the perspective of the politicians and public managers. In addition, studying the reasons why preparers do not adhere to PR and whether jurisdictions’ institutional factors influence this decision, can advance in understanding the issues of implementing PR in the context of public sector overall.

Critical thinking has been identified as a crucial general skill contributing to academic and career success in the twenty-first century. With the increasing demands of the modern workplace and a global trend of accountability in higher education, educators and employers pay great attention to the development of students' critical thinking skills throughout their training. Therefore, there is an urgent need worldwide for an updated and comprehensive assessment tool of college-level critical thinking. This paper reports on the preliminary validation for the Russian version of the HEIghten® Critical Thinking assessment developed by Educational Testing Service (ETS). Based on a large Russian college student sample (N = 1060), we evaluated the psychometric quality of the items, individual and institution-level reliability, external validity, and student perceptions. Overall, the results suggested good psychometric quality, except that a few items showed low discriminating power and should be further examined with a second wave of data collection. IRT analyses revealed testlet effects and supported the essentially unidimensional structure of the measure. Appropriate correlations with external criteria provided support for the measure's convergent validity. Implications of the preliminary validation study results and the future research agenda, especially the need to collect longitudinal data, are discussed.

Digital reality technologies are leading technological changes in cultural heritage, eliminating geographical and economic barriers to accessing cultural and artistic assets. The user experience of developed applications directly affects society's adoption of these technologies. A systematic review of research on user behaviors and experiences regarding digital reality applications in cultural heritage is essential for the field's development. This review enables the analysis of prominent topics, scientific productivity, impact and collaborations. This study reviews research focusing on user experience in digital reality technologies applications in cultural heritage between 1999-2024 using bibliometric methods. The results show a significant increase in studies between 2013-2017, followed by a relative slowdown during 2018-2021, with renewed momentum from 2022. The analysis reveals that the number of cultural assets in countries' UNESCO World Heritage List does not determine academic productivity in this field. The field demonstrates a multidisciplinary structure, with contributions from engineering, computer science, humanities, tourism, culture and art, indicating that the user experience dimension of digital reality technologies in cultural heritage continues to develop as a dynamic research area with a multidisciplinary approach.

Youth’s literary socialisation practices online: A systematic review of research

The development of critical thinking (CT) has been a universal goal in higher education. A systematic review of the literature was conducted to evaluate the effectiveness of currently used pedagogical practices to foster CT/ clinical reasoning (CR)/ clinical judgment (CJ) skills and/or dispositions in undergraduate medical students. PubMed, Web of Science and Scopus databases were searched from January 2010 to April 2021 with a predefined Boolean expression. Of the 3221 articles originally identified, 33 articles were included by using PICOS methodology. From these, 21 (64%) reported CR pedagogical practices and 12 (36%) CT pedagogical practices. Overall, pedagogical practices such as cognitive/visual representation, simulation, literature exposure, test-enhancing and team-based learning, clinical case discussion, error-based learning, game-based learning seem to enhance CT/CR skills and/or dispositions. Further research is required to identify the optimal timing, duration and modality of pedagogical interventions for effectively foster CT/CR in medical education.

One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students’ perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom; including and practicing critical thinking skills in applied activities at courses and seminars; applying debates and discussions in the classroom as teaching and learning strategies; translating the theories learned in courses into different case studies; use of training skills, questionnaires, homework; participation in group projects in a collaborative environment.

Aim/Purpose: This study investigates the readiness of higher education students in Indonesia to use ChatGPT for learning and explores its perceived benefits in academic settings. The research aims to identify challenges and opportunities in integrating generative AI into education. Background: As a rapidly evolving AI technology, ChatGPT presents both opportunities and challenges in higher education. While it offers convenience and personalized support, concerns regarding ethical use, academic integrity, and student dependency remain. Understanding student readiness and attitudes toward ChatGPT is essential for effective and responsible implementation in learning environments. Methodology: This study employs a mixed-methods convergent parallel design, collecting both quantitative and qualitative data simultaneously but analyzing them separately. A total of 373 students from diverse universities and disciplines in Indonesia participated. Quantitative data were analyzed using the Rasch measurement model and Winsteps software, while qualitative responses were transcribed and examined through summative content analysis using Quirkos 2.5.3 software. Participants were selected through a purposive sampling approach to ensure a representative distribution across institutions and fields of study. Contribution: This study contributes to the growing discourse on AI in education by offering clear, data-driven insights into Indonesian students’ readiness and perceptions of ChatGPT. It reveals that students across diverse regions view ChatGPT as a helpful academic tool, particularly for clarifying complex concepts, reducing stress, and supporting independent learning. These findings provide actionable guidance for educators and policymakers, highlighting the urgent need for AI literacy programs and ethical use policies. The study lays a strong empirical foundation for larger-scale, longitudinal research on AI integration in higher education by presenting these concrete patterns. Findings: The findings indicate a generally high level of student readiness to use ChatGPT in learning contexts. Students perceive ChatGPT as a valuable tool for completing assignments, clarifying complex concepts, and reducing academic stress. However, concerns were also raised regarding its potential impact on critical thinking skills and the need for clear ethical guidelines. These findings provide preliminary evidence that can support the development of institutional strategies and future research directions. Recommendations for Practitioners: For educators and institutions, it is crucial to develop structured policies and ethical guidelines for ChatGPT use in academic contexts. Assignments should be designed to promote higher-order thinking skills, such as creativity and problem-solving, rather than mere fact recall. Additionally, AI literacy training should be incorporated into curricula to help students critically evaluate AI-generated content. Recommendation for Researchers: For researchers, future studies should explore the readiness of educators to integrate ChatGPT into teaching and assess its long-term impact on student learning outcomes, including critical thinking and problem-solving skills. Investigating how ChatGPT can be effectively embedded within existing learning management systems could further enhance its educational potential. Impact on Society: By identifying both the benefits and challenges of ChatGPT in higher education, this study informs policies and best practices for AI adoption in academia. Addressing issues of digital equity, ethical concerns, and pedagogical strategies can help create a more balanced and effective AI-assisted learning environment, ultimately improving the quality of education and teaching methodologies. Future Research: Further research should investigate how ChatGPT influences long-term student engagement, skill development, and academic performance. Studies should also examine institutional readiness, faculty perspectives, and AI’s role in fostering more interactive and adaptive learning experiences.

The emergence of information and communication technologies (ICT) has marked a turning point in contemporary cultures, profoundly transforming social, political, economic, and educational dynamics. These technologies have permeated everyday life, reshaping everything from commercial relations to teaching and learning processes, which now respond to digitally mediated pedagogical conceptions. Such transformations have given rise to new educational paradigms, notably Education 4.0, which emphasizes connectivity and personalized learning experiences. However, a gap remains between technological advancement and pedagogical responsiveness, highlighting the ongoing need for more critical and proactive methodological redesigns in higher education. Against this backdrop, the present study offers a comprehensive bibliometric analysis of the evolution and emerging trends in the teaching of English as a Foreign Language (EFL) in higher education, with a particular focus on the integration of educational technologies and pedagogical approaches between 2001 and 2025. The research employs a sequential exploratory-descriptive design, combining bibliometric techniques with qualitative extrapolation. A total of 208 scientific articles indexed in Scopus, Web of Science, and specialized education databases were analyzed using systematic search strategies, data integrity verification, and advanced methods such as exploratory factor analysis (EFA) and principal component analysis (PCA). These were complemented by a content analysis matrix to classify thematic areas, methodological approaches, and pedagogical challenges in EFL instruction. The findings reveal three distinct phases of scientific production: an initial period of low output (2001–2006), moderate growth until 2014, and a significant acceleration from 2015 onward, with peaks in 2020 and 2022. The most prominent thematic areas include teaching methods, e-learning, blended learning, engineering education, and learning systems. High-impact concepts such as blended learning, mobile-assisted language learning (MALL), motivation, critical thinking, and communicative competence reflect a shift toward more holistic, technology-supported language education. Thematic and structural analyses identify research clusters focused on general pedagogy, specialized contexts such as Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and legal English, as well as emerging areas related to academic development in EFL. Increasing attention is also observed toward approaches like flipped classrooms, collaborative learning, and English as a Medium of Instruction (EMI), although these are not yet fully integrated into mainstream university practice. The study confirms a significant growth in EFL research, driven by digital transformation and educational internationalization. While technologies such as e-learning and artificial intelligence have gained prominence, pedagogical innovation continues to lag behind. The integration of approaches like ESP and CLIL presents promising avenues for future innovation, whereas aspects such as learner self-efficacy, motivation, and collaborative skills remain underexplored. Ultimately, the study identifies emerging lines of inquiry in the design of personalized learning environments, the critical use of emerging technologies, and the exploration of digital subjectivities in language education. Keywords: English as a Foreign Language (EFL); Higher Education, Bibliometric Analysis, Education 4.0, tendencties.

Purpose This paper aims to provide a comprehensive overview of the existing knowledge on financial contagion through a systematic literature review. Financial contagion, the phenomenon of events spreading and affecting financial markets, has gathered significant attention from scholars and practitioners. Numerous studies have been conducted on this topic, necessitating a thorough examination of the diverse approaches and findings related to financial contagion. Design/methodology/approach This study reviews financial contagion research in the Web of Science (WoS) and Scopus databases, analyzing 66 articles. This review, based on selected keywords and defined criteria, has a total of 1,470 citations referencing these articles as of April 2023. Notably, the GARCH model and the Copula model emerged as prominent methodologies for investigating the financial contagion effect. Findings The results reveal the interconnectedness of financial markets, where economic and financial instabilities in one country affect others. The insights obtained from articles retrieved from the WoS and Scopus databases are as follows: The analyzed studies span the time range of 1999–2023. The publication count was minimal in 1999–2000 (1 each) and peaked in 2021 (13 articles), indicating a rising trend in research on financial contagion in recent years, reflecting an increased focus on the topic. The majority of articles related to financial contagion and corruption have multiple authors. Research limitations/implications This study’s limitation is that network indicators are only used as explanatory variables. Future research could use these indicators to illustrate the topological configurations of financial structures, elucidating the dynamic evolution of financial networks and advancing a thorough understanding of contagion mechanisms from a network perspective. Practical implications Policymakers should consider the effects of financial contagion cross various financial markets, particularly in neighboring nations, when establishing policies address a financial crisis. Countries need to protect their economic frameworks, ensure the smooth operation of their economies and manage investment decisions within acceptable risks levels. Examining the impact of financial crises and pandemics on the financial system’s vulnerability to financial contagion is essential for policymakers and risk to develop effective strategies. Originality/value By synthesizing current research findings, this paper provides insights into potential avenues for future studies on this critical topic, thereby enhancing the understanding of financial contagion. This paper enriches the existing literature by presenting a systematic overview of financial contagion research, concentrating on financial contagion during periods of financial crises and pandemics and emphasizing the increasing interest in this field in recent years. Furthermore, this paper adds to the literature on the financial contagion effects of COVID-19, offering a clearer understanding of the nature of this crisis and its distinctive characteristics.