A Systematic Review of Research on ChatGPT in Higher Education
İzzet Döş
Abstract
This systematic review synthesizes research published between January 2023 and March 2025 on the integration of ChatGPT in higher education. Following PRISMA guidelines, a total of 20 peer-reviewed empirical studies were selected from Web of Science and Scopus databases. These studies represent diverse global contexts and methodological approaches, including qualitative, quantitative, and mixed-methods designs. The review identifies five key thematic categories: student perceptions, attitudes, perceived usefulness, acceptance, and user experience. The findings indicate that while students and educators largely view ChatGPT as a beneficial tool for enhancing learning efficiency, self-regulation, and academic productivity, concerns about overreliance, ethical ambiguity, content accuracy, and academic integrity persist. The review further shows that the educational impact of ChatGPT is shaped not only by the affordances of the technology but also by contextual factors such as institutional policies, instructor guidance, and students’ AI literacy. Implications for practice include the need for clear usage guidelines, AI literacy integration, and pedagogical redesigns that promote critical thinking and originality. Limitations of the review include language and database restrictions, as well as the emergent nature of the literature base. Future research should address longitudinal impacts, discipline-specific applications, and cross-cultural differences in AI use.