Aktuálne číslo: 2/2025
Archív
REVOLUTION IN LEARNING: INTEGRATION OF AI TOOLS INTO HIGHER EDUCATION — BIBLIOGRAPHICAL ANALYSIS
The rapid development of artificial intelligence, particularly generative AI tools, has significantly influenced higher education systems worldwide. In recent years, scholarly attention has increasingly focused on the educational potential of these technologies as well as on their ethical, institutional, and pedagogical implications. The aim of this paper is to identify key research trends and thematic areas related to the integration of artificial intelligence tools in higher education through a bibliometric analysis. The study is based on a dataset of 51 empirical articles indexed in the Web of Science database and published between 2021 and 2025. Data analysis and visualization were conducted using the VOSviewer software. The results reveal a substantial increase in research output after 2023, largely driven by the widespread adoption of generative AI tools such as ChatGPT. Major research themes include personalized learning, student performance and motivation, as well as issues related to academic integrity and critical thinking. The findings confirm the interdisciplinary nature of the research and indicate a shift from initial scholarly discussions to a more systematic examination of the impacts of artificial intelligence on the quality of higher education.
Vydanie: 2025/2 Strany: 43-53 Klasifikácia JEL: I23, O33, C88
DOI: https://doi.org/10.52665/ser20250205
Kľúčové slová: artificial intelligence; generative artificial intelligence; higher education; bibliometric analysis; ChatGPT; academic integrity
Sekcia:
Kontakty:
Katarína, Kráľová, Ing., Ph.D.
Faculty of Social and Economic Relations
Alexander Dubček University in Trenčín
Študentská 3
911 50 Trenčín Slovak Republic
e-mail: katarina.kralova@tnuni.sk
Dana Jašková, RNDr., PhD.
Faculty of Social and Economic Relations
Alexander Dubček University in Trenčín
Študentská 3
911 50 Trenčín Slovak Republic
e-mail: dana.jaskova@tnuni.sk
Literatúra:
Ali, O., Murray, P. A., Momin, M., Dwivedi, Y. K., & Malik, T. (2024b). The effects of artificial intelligence applications in educational settings: Challenges and strategies. Technological Forecasting and Social Change, 199, 123076. https://doi.org/10.1016/j.techfore.2023.123076
Baabdullah, A. M. (2024). Generative conversational AI agent for managerial practices: The role of IQ dimensions, novelty seeking and ethical concerns. Technological Forecasting and Social Change, 198, 122951. https://doi.org/10.1016/j.techfore.2023.122951
Bhutoria, A. (2022). Personalizované vzdelávanie a umelá inteligencia v Spojených štátoch, Číne a Indii: Systematický prehľad s využitím modelu „ človek v slučke “ . Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j.caeai.2022.100068
Cambra-Fierro, J. J., Blasco, M. F., López-Pérez, M.-E. E., & Trifu, A. (2025). ChatGPT adoption and its influence on faculty well-being: An empirical research in higher education. Education and Information Technologies, 30(2), 1517–1538. https://doi.org/10.1007/s10639-024-12871-0
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Du Plooy, E., Casteleijn, D., & Franzsen, D. (2024). Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement. Heliyon, 10, e39630. https://doi.org/10.1016/j.heliyon.2024.e39630
Du‐Harpur, X., Watt, F. M., Luscombe, N. M., & Lynch, M. D. (2020). What is AI? Applications of artificial intelligence to dermatology. British Journal of Dermatology, 183(3), 423–430. https://doi.org/10.1111/bjd.18880
Chaudhry, I. S., Sarwary, S. A. M., El Refae, G. A., & Chabchoub, H. (2023). Time to Revisit Existing Student’s Performance Evaluation Approach in Higher Education Sector in a New Era of ChatGPT — A Case Study. Cogent Education, 10(1), 2210461. https://doi.org/10.1080/2331186X.2023.2210461
Chavez, M. R., Butler, T. S., Rekawek, P., Heo, H., & Kinzler, W. L. (2023). Chat Generative Pre-trained Transformer: Why we should embrace this technology. American Journal of Obstetrics and Gynecology, 228(6), 706–711. https://doi.org/10.1016/j.ajog.2023.03.010
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
Korneeva, E., Salge, T. O., Teubner, T., & Antons, D. (2023). Tracing the legitimacy of Artificial Intelligence: A longitudinal analysis of media discourse. Technological Forecasting and Social Change, 192, 122467. https://doi.org/10.1016/j.techfore.2023.122467
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790
Lo, C. K. (2023). What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, 13(9), 856. https://doi.org/10.3390/educsci13090856
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pellas, N. (2023). The influence of sociodemographic factors on students’ attitudes toward AI-generated video content creation. Smart Learning Environments, 10(1), 57. https://doi.org/10.1186/s40561-023-00276-4
Qolamani, K. I. B., & Mohammed, M. M. (2023). The Digital Revolution in Higher Education: Transforming Teaching and Learning. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 837–846. https://doi.org/10.37680/qalamuna.v15i2.3905
Taylor, D., Yeung, M., & Bashet, A. Z. (2021). Personalized and Adaptive Learning (s. 17–34). https://doi.org/10.1007/978-3-030-58948-6_2
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
Tzirides, A. O. (Olnancy), Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A., You, Y., Santos, T. A. dos, Searsmith, D., O’Brien, C., Cope, B., & Kalantzis, M. (2024). Combining human and artificial intelligence for enhanced AI literacy in higher education. Computers and Education Open, 6, 100184. https://doi.org/10.1016/j.caeo.2024.100184
Yang, Q.-F., Lian, L.-W., & Zhao, J.-H. (2023). Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students. International Journal of Educational Technology in Higher Education, 20(1), 18. https://doi.org/10.1186/s41239-023-00391-9
Yonezawa, S., McClure, L., & Jones, M. (2012). Personalization in Schools. Education Digest: Essential Readings Condensed for Quick Review, 78(2), 41–47.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0