Year: 2025
Type: article
Study design: Systematic Review
Abstract: This systematic literature review examines how ChatGPT influences student research in higher education. Drawing on the TPACK, Connectivism, and Community of Inquiry frameworks, the study explores how generative AI affects research skills, academic outcomes, and learner attitudes. Using PRISMA guidelines, 12 peer-reviewed empirical studies published in 2023 were selected from Scopus, Web of Science, ERIC, and Dimensions databases. Thematic analysis revealed that ChatGPT supports the development of research capabilities such as idea generation, sourcing, synthesis, and writing fluency. It also improves perceived academic confidence and motivation. However, ethical concerns including plagiarism risks, over-reliance, and hallucinated content were noted in several studies. Technical reliability, transparency, and the absence of clear pedagogical integration remain major limitations. The review concludes that ChatGPT can be a valuable tool in research-based learning if embedded within structured, ethical, and pedagogically guided frameworks. Practical recommendations and research directions are offered to guide future use and policy. Keywords: ChatGPT, Higher Education, Research, PRISMA, Academic Integrity.
DOI: 10.4038/jbt.v9i5.227
Authors: G. H. B. A. De Silva, T. C. Sandanayake, M. F. M. Firdhous, C. D. Senarathne
Institutions: University of Kelaniya, University of Moratuwa
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415719619