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References from Between cognitive offloading and critical autonomy: a systematic review of the epistemic implications of generative AI in higher education. Local targets link to admitted publications; unresolved targets remain external evidence.
Qualitative insights into EFL students’ use of ChatGPT-assisted autonomous learning for enhancing self-directed learning in Palestinian higher education
10.1007/s44282-026-00350-5 · 2026 · External reference
From classroom to boardroom: ethical and cognitive challenges of ChatGPT use among DBA students in business problem-solving
10.1016/j.ijme.2025.101254 · 2025 · External reference
Paradox of AI in higher education: qualitative inquiry into AI dependency among educators in Palestine
10.2196/74947 · 2025 · External reference
ChatGPT in higher education: opportunities, challenges, and required competencies in the absence of guiding policies
10.20448/jeelr.v12i2.6746 · 2025 · External reference
From skepticism to innovation in 5E-asy steps: harnessing ChatGPT for 5E science lesson planning
10.1080/0047231x.2026.2650312 · 2026 · External reference
From prompting to proficiency: a mixed-methods analysis of prompting with ChatGPT versus lecturer interaction in an EFL classroom
10.64731/jsel.v20i2.282318 · 2025 · External reference
Unresolved reference
2020 · External reference
Teacher education students’ practices, benefits, and challenges in the use of generative AI tools in higher education
10.3390/educsci16020228 · 2026 · External reference
Investigating the impact of ChatGPT-assisted feedback on the dynamics and outcomes of online inquiry-based discussion
10.1111/bjet.13605 · 2025 · External reference
A systematic literature review on the pedagogical implications and impact of GenAI on students’ critical thinking
10.3390/a19030179 · 2026 · External reference
Student perceptions of generative AI tools in higher education: a cross-regional study of use, ethics, and educational utility
2026 · External reference
Applying social cognition to feedback chatbots: enhancing trustworthiness through politeness
10.1111/bjet.13569 · 2025 · External reference
Synthesis without meta-analysis (SWiM) in systematic reviews: reporting guideline
10.1136/bmj.l6890 · 2020 · External reference
A worked example of “best fit” framework synthesis: a systematic review of views concerning the taking of some potential chemopreventive agents
10.1186/1471-2288-11-29 · 2011 · External reference
The use of large language models to solve mathematical modeling problems: preservice mathematics teachers' use practices, perceived affordances and challenges, and trustworthiness judgments of AI-generated outputs
2026 · External reference
Thinking to learn: managing the risks of outsourcing to GenAI
2026 · External reference
Beyond PICO: the SPIDER tool for qualitative evidence synthesis
10.1177/1049732312452938 · 2012 · External reference
Intersections of mind and machine: navigating the nexus of artificial intelligence, science education, and the preparation of Pre-service teachers
10.1007/s10956-025-10200-9 · 2025 · External reference
Unpacking the cognitive and ethical pathways of generative AI tools in higher education: a PLS-SEM study of learning performance mediation and moderation effects
10.25304/rlt.v34.3563 · 2026 · External reference
A literature review on the use of generative ai in English language education
10.24507/icicelb.17.04.391 · 2026 · External reference
Stench of errors or the shine of potential: the challenge of (ir)Responsible use of ChatGPT in speech-language pathology
10.1111/1460-6984.70088 · 2025 · External reference
Generative AI highlights the contrast between Students’ dualistic epistemic practices and teacher education learning objectives
10.14221/1835-517x.6925 · 2025 · External reference
Cognitive offload instruction with generative AI: a quasi-experimental study on critical thinking gains in English writing
10.30564/fls.v7i7.10072 · 2025 · External reference
Two years after ChatGPT: a thematic analysis of first-year students’ reflections on AI tool use in higher education
10.1108/jices-05-2025-0118 · 2026 · External reference
Exploring the integration and utilisation of generative AI in formative e-assessments: a case study in higher education
10.14742/ajet.9467 · 2024 · External reference
Generative artificial intelligence in medical education: enhancing critical thinking or undermining cognitive autonomy?
10.2196/76340 · 2025 · External reference
The cognitive impact of ChatGPT in higher education: a systematic review of critical and creative thinking outcomes
10.1016/j.caeai.2026.100571 · 2026 · External reference
InquiryGPT: augmenting ChatGPT for enhancing inquiry-based learning in STEM education
10.1177/07356331241289824 · 2025 · External reference
A systematic review of generative AI in K-12: mapping goals, activities, roles, and outcomes via the 3P model
10.3390/systems13100840 · 2025 · External reference
Over-reliance on large language models in higher education: ethical and institutional challenges in responsible AI integration
10.47857/irjms.2026.v07i02.09619 · 2026 · External reference
The PRISMA 2020 statement: an updated guideline for reporting systematic reviews
10.1136/bmj.n71 · 2021 · External reference
Navigating AI writing tools in medical education: a SWOT analysis of L2 academic writing perspectives.
2025 · External reference
Epistemic trust in generative AI for higher education scale (ETGAI-HE scale)
10.1007/s00146-025-02566-6 · 2026 · External reference
Redefining assessment tasks to promote students’ creativity and integrity in the age of generative artificial intelligence
10.1007/s40979-025-00201-x · 2025 · External reference
Enhancing critical thinking skills in ChatGPT-human interaction: a scoping review
10.17323/jle.2025.27387 · 2025 · External reference
PRISMA-S: an extension to the PRISMA statement for reporting literature searches in systematic reviews
10.1186/s13643-020-01542-z · 2021 · External reference
Learning-to-learn in the age of generative AI: a scoping review and conceptual framework
10.1016/j.caeai.2026.100575 · 2026 · External reference
When AI becomes a reader and an authority: a systematic review of epistemic, affective, and moral dimensions of AI-mediated Reading
2026 · External reference
Understanding Vietnamese English majors’ use and acceptance of AI-powered tools for English academic writing at university
10.6706/tiespj.202412_15(2).0002 · 2024 · External reference
Methods for the thematic synthesis of qualitative research in systematic reviews
10.1186/1471-2288-8-45 · 2008 · External reference
Mnemonic evaluative frameworks in scholarly publications: a cited reference analysis across disciplines and AI-mediated contexts
10.1016/j.acalib.2025.103113 · 2025 · External reference
ChatGPT in early childhood science education: can it offer innovative effective solutions to overcome challenges?
10.3390/computers14090368 · 2025 · External reference
ChatGPT can make mistakes. Check important info.” epistemic beliefs and metacognitive accuracy in students’ integration of ChatGPT content into academic writing
10.1111/bjet.13591 · 2025 · External reference
Abstract screening using the automated tool Rayyan: results of effectiveness in three diagnostic test accuracy systematic reviews
10.1186/s12874-022-01631-8 · 2022 · External reference
Scaffolding critical thinking with generative AI: design principles for integrating large language models in higher education
10.1016/j.caeai.2026.100572 · 2026 · External reference
Student perspectives on using generative artificial intelligence for research: a qualitative approach
10.1353/pla.2025.a971030 · 2025 · External reference
AI Tools and POE model in educational technology learning: exploring participant experiences using thematic analysis
10.1016/j.caeai.2025.100488 · 2025 · External reference
Exploring ChatGPT’s impact on critical, creative, and reflective thinking skills: a mixed-methods study in an Indonesian EFL classroom
10.22108/are.2025.145896.2564 · 2025 · External reference
Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior
10.1186/s41239-024-00467-0 · 2024 · External reference