This study aims to systematically review the emerging literature on ChatGPT in higher education, focusing on its applications, impacts and ethical implications from the perspectives of students and academic staff. By synthesising evidence across disciplines and geographical contexts, the review identifies key benefits such as enhanced learning efficiency and artificial intelligence (AI) literacy, alongside challenges including academic integrity risks and unequal access. The purpose is to provide a comprehensive, student-centred understanding of ChatGPT’s role in higher education and to offer actionable insights for policy, practice and future research.
This study adopts a systematic literature review (SLR) guided by Preferred Reporting Items for Systematic Reviews and Meta-analyses 2020 standards to ensure transparency and rigour. Papers were retrieved from SpringerLink, Scopus and ACM Digital Library using predefined search queries. Inclusion criteria focused on peer-reviewed journal papers published in English after November 2022 that directly examined ChatGPT in higher education. The final data set of 50 studies was thematically, geographically and field-specifically analysed to evaluate ChatGPT’s applications, benefits and challenges, offering comprehensive insights into its educational role.
The review reveals that ChatGPT offers substantial benefits in higher education, including enhanced learning efficiency, AI literacy, academic writing support and improved problem-solving. Programming and medicine emerged as the most examined disciplines, while the USA and UK dominated the research landscape. However, concerns persist regarding academic integrity, over-reliance, bias and unequal access to advanced features. Students’ and educators’ perceptions highlight both opportunities and risks, underscoring the need for tailored policies, revised assessment frameworks and inclusive practices to maximise benefits while safeguarding academic standards and equity.
This study is limited by its focus on peer-reviewed journal papers published in English after November 2022, which may exclude relevant conference papers or non-English research. The analysis primarily reflects contexts in developed countries, with fewer insights from developing regions. In addition, the review concentrates on student and staff perspectives, leaving institutional and policy viewpoints less explored. Despite these constraints, the findings highlight critical implications: the need for geographically inclusive studies, broader disciplinary coverage and robust policies to balance ChatGPT’s benefits with academic integrity and equity in higher education.
The findings provide actionable insights for students, educators and policymakers. For students, ChatGPT offers personalised support, enhanced efficiency and opportunities to build AI literacy. Educators can leverage it for course design, feedback and assessment innovation, though careful validation of outputs is essential. Institutions should revise assessment frameworks to address AI-generated content and provide training to promote ethical, responsible use. Policymakers must balance the risks of academic misconduct with the benefits of AI-enhanced learning by developing clear, context-specific guidelines. Collectively, these measures ensure effective, equitable integration of ChatGPT into higher education practice.
The integration of ChatGPT in higher education carries wide-ranging social implications. It can democratise access to knowledge, foster digital literacy and support students from diverse backgrounds, particularly in resource-limited settings. However, unequal access to premium features risks deepening the digital divide. Over-reliance may also undermine critical thinking and academic independence, raising ethical concerns about fairness and integrity. Addressing these issues requires inclusive policies and responsible adoption strategies to ensure that ChatGPT enhances learning opportunities equitably while safeguarding academic standards and preparing students for meaningful participation in an AI-driven society.
To the best of the authors’ knowledge, this study provides one of the first SLRs dedicated to ChatGPT’s role in higher education, synthesising 50 peer-reviewed papers across disciplines and regions. Unlike existing reviews that focus broadly on AI or chatbots, this research specifically highlights student and academic staff perspectives, offering a nuanced, user-centred understanding of ChatGPT’s applications, benefits and challenges. By combining thematic, field-specific and geographical analyses, the study identifies research gaps, particularly in developing contexts and offers evidence-based recommendations. Its value lies in guiding educators, policymakers and researchers towards responsible, equitable and effective integration of ChatGPT into higher education.
