Jul 2026· Higher Education, Skills and Work-based Learning· pp. 1-17· 0 citations· 37 references
TL;DR
A critical morphological analysis (MA) is conducted to understand how ChatGPT is integrated into global higher education and identifies overlooked dimensions to guide future research and practice, including a cross-consistency matrix to map existing research patterns and research gaps.
Abstract
The integration of artificial intelligence (AI) into education has significantly advanced, with ChatGPT emerging as a key technology for transforming learning environments. Prior reviews examined ChatGPT but lacked a multidimensional synthesis of its integration into higher education. This study offers a holistic understanding of ChatGPT’s role and identifies overlooked dimensions to guide future research and practice.
This study conducts a critical morphological analysis (MA) to understand how ChatGPT is integrated into global higher education.
It draws on six dimensions: user characteristics, ChatGPT adoption, enablers, applications, outcomes and ethical concerns. This study developed a cross-consistency matrix to map existing research patterns and research gaps. Key trends reveal growing attention toward institutional readiness and learning effectiveness, while gaps related to overdependence risks, socio-emotional learning and equitable access remain. Furthermore, thematically grouped future research directions are proposed for key stakeholders in academic settings: students, educators, institutional staff and higher education institutions/policymakers.
This study advances previous reviews by moving beyond thematic descriptions toward cross-dimensional analyses. The MA reveals three substantive findings that are invisible to single-dimension reviews: institutional enabler research remains empirically disconnected from measurable learning outcomes; individual user traits, such as anxiety and work avoidance, are rarely examined alongside ethical concern variants; and equity and digital divide concerns are not linked to institutional infrastructure conditions in the literature. These gaps, identified using the cross-consistency matrix, provide a structured and replicable basis for future empirical investigations.
The rapid spread of ChatGPT in higher education has created growing pressure on institutions to respond to generative AI in ways that are both educationally meaningful and institutionally responsible. Although existing research increasingly shows that ChatGPT can support student learning and academic performance, these benefits are not automatic and depend on how the tool is used and guided. At the same time, current literature on ChatGPT integration remains fragmented, with most studies focusing separately on pedagogical adaptation, policy and governance, or technology adoption. This study addresses this gap by proposing a conceptual 5D framework for ChatGPT integration in higher education. The framework was developed through literature synthesis and theoretical grounding, drawing on UTAUT, TPACK, Bloom’s Taxonomy, TIM, Innovation Resistance Theory, Responsible AI Governance, and the PDCA continuous improvement model. The proposed framework includes five connected dimensions: Readiness, Pedagogical Integration, Change and Resistance, Governance and Policy, and Monitoring and Improvement. The main contribution of the study is to organize these dimensions into one coherent institution-level framework rather than treating them as separate responses. The framework offers a structured way to understand ChatGPT integration as a broader institutional process that requires preparation, educational alignment, policy direction, support during implementation, and ongoing review over time.
This study explores teachers’ attitudes towards the adoption of ChatGPT as a learning technology, focusing on its potential benefits, limitations and implications for education and can assist policymakers, educators and technology developers in collaborating to implement practical and ethical AI-enabled tools like ChatGPT.
Latifa Alzahrani· International journal of res...· 0 citations
Abstract This study analyzes personal appraisal, beliefs, challenges, concerns, and applications regarding ChatGPT among students and academic staff from the Faculty of Rehabilitation Sciences at Andrés Bello University in Chile. Using a mixed-methods approach, surveys (n = 472) and focus groups revealed diverse attitudes toward ChatGPT. While participants highlighted its potential to enhance learning, streamline tasks, and create educational materials, important challenges related to ethical use, dependency, accuracy, and critical thinking emerged. Findings emphasize the importance of teacher training, ethical guidelines, and strategies to foster technological literacy and critical evaluation of information. The study underscores the need for balanced integration of ChatGPT as a complementary tool in higher education, ensuring that its use aligns with pedagogical objectives and promotes meaningful learning experiences. These insights contribute to the growing discourse on artificial intelligence (AI) in education, providing a foundation for future research on the responsible adoption of AI technologies.
This study investigated the cognitive, affective, and value-based determinants of higher education learners’ intention to continue using AI chatbot assistance with the extended Technology Continuance Theory (TCT), demonstrating that perceived usefulness and perceived ease of use play central roles in shaping learners’ attitudes, attitudes, and continuance intention.
K. Kavitha, V. P. Joshith· Journal of educational compu...· 0 citations
A qualitative thematic analysis was conducted with 25 students from a Malaysian institution to gain a deeper understanding of their motivation for using ChatGPT in English language learning. The study employed Self-Determination Theory (SDT) and the results demonstrated that ChatGPT has the potential to contribute positively to aspects related to English language competence, social connections, and independent learning processes. Therefore, ChatGPT emerges as a helpful resource for enhancing grammar, writing, and conversational tasks, allowing educators to prioritize higher order thinking abilities and intricate areas of language training. The results suggest that ChatGPT supports learners' autonomy, relatedness, and competence, which are key components of Self-Determination Theory (SDT). Nevertheless, the study also highlighted certain obstacles, such as ChatGPT's tendency to produce erroneous or nonsensical information and its restricted capacity to ensure the accuracy of content in language learning situations. These findings emphasize the need for focused efforts to tackle these difficulties. Educators must acknowledge the limitations of the tool and complement ChatGPT interactions with human interactions to provide a comprehensive and efficient language learning experience.
Nagaletchimee Annamalai, Mohamed Nasor, Arathai Din Eak et al.· Frontiers in Psychology· 0 citations
The research obtained 55 open-ended survey responses from students and indicated that students generally perceive ChatGPT as a supportive learning tool when used responsibly, while also expressing concerns regarding dependency and unclear institutional guidance.
Masroor Alam, S. Dubey· International Journal of Eva...· 0 citations
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