| Generative AI in advancing education | Rejeb et al. (2024); Bringula (2024); Zekaj (2023); Javaid et al. (2023); Johnston et al. (2024) | 1 | Integrating AI in education: How does integrating AI technologies affect teaching practices, learning experiences and student outcomes in higher education, and what are the ethical considerations involved? |
| Šedlbauer et al. (2024), Alshahrani (2023), Iwasawa et al. (2024), Watrianthos et al. (2023), Vargas-Murillo et al. (2023) | 2 | AI for personalization, critical thinking and literacy: How does AI enhance personalization, critical thinking and AI literacy across diverse educational settings and student groups, and what are the ethical implications of AI integration in education? |
| Dwivedi et al. (2023), Gilson et al. (2023) | 3 | Generative AI for knowledge projects and digital transformation: How can generative AI models like ChatGPT enhance knowledge transparency, ethics and efficiency in knowledge-intensive projects while addressing accuracy, biases, and risk management? In addition, how can ChatGPT facilitate digital transformation, create new business models and generate innovations in industries, considering their societal and organizational implications? |
| | Gilson et al. (2023) | 4 | AI in medical and educational sectors: How can future research enhance medical question-answering models, integrate ChatGPT into medical education and assess its long-term impact on learning and practice? In addition, how effective are chatbots in enhancing educational outcomes across various sectors, and what are their long-term impacts? |
| OpenAI and its impact on pedagogy | Chan, 2023; Ansari et al., 2023 | 5 | AI experience and policy development: How does the level of experience with AI among students and teachers influence AI policy development in educational institutions? |
| Pack and Maloney (2023); Yildiz (2023) | 6 | Generative AI in language education: What are the ethical implications and practical applications of generative AI tools in language education research? |
| | Yildiz (2023); Wang et al. (2023) | 7 | Chatbots in language education: How effective are chatbots in enhancing vocabulary acquisition, learner engagement, personalization, integration with other tools, long-term retention and across diverse cultural contexts in language education? |
| | Wang et al. (2023) | 8 | Optimizing ChatGPT feedback: How can prompt design, diverse data sets, accuracy factors and perceptions of ChatGPT’s feedback be optimized and evaluated in educational settings? |
| Integrity and ChatGPT in higher education | Kavadella et al., 2024; Fuchs and Aguilos, 2023; Lancaster, 2023; Akiba and Fraboni, 2023; Bin-Nashwan et al., 2023 | 9 | Ethical AI use and academic integrity: How can AI tools be ethically integrated into educational practices to support academic integrity and address plagiarism, and what are the long-term ethical implications? |
| Adopting ChatGPT: Enhancing creativity and knowledge | Gao et al., 2024 | 10 | AI in diverse sectors: How does the use of ChatGPT in sectors like marketing, health care and software development inform trends and impact these domains over time? |
| | Wardat et al. (2023), Eager and Brunton (2023) | 11 | Chatbots and human tutors collaboration: How can chatbots be effectively and responsibly integrated into education, in collaboration with human tutors, to explore potential evolutionary changes, using larger sample sizes, qualitative and quantitative analyses, multiple languages and extended time periods for social network analysis? |
| | Eager and Brunton (2023), Crompton and Burke (2024), Bower et al. (2024) | 12 | Leveraging AI in higher education: How can AI be leveraged in higher education to align teaching practices with learning objectives, enhance student engagement, create inclusive materials, address ethical implications and support faculty development programs? |