AI Use in Academia: A Systematic Review

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 1: Science, Technology, and Education

Abstract

“AI Use in Academia: A Systematic Review” by Gamage and Connella examines the evolving role of Artificial Intelligence (AI) in higher education by investigating how college students and faculty perceive and incorporate AI tools. AI is increasingly integrated into academic practices via tools such as ChatGPT. These technologies provide user-friendly interfaces and rapid, contextually relevant responses, offering significant potential to enhance personalized learning and streamline academic tasks. However, their growing use raises concerns regarding academic integrity, ethical considerations, and overall educational quality.

Recent literature reveals that many students consider AI tools as essential to their class work in college. At the same time, the ease of accessing machine-generated content has blurred the lines of original scholarship, igniting debates about plagiarism and diminished critical thinking. Furthermore, institutional policies on AI use remain fragmented. While some educators implement restrictive measures, many university administrations promote AI-focused curricula, resulting in mixed messages that complicate ethical usage.

This systematic review will analyze 30 to 40 peer-reviewed articles to address key research questions regarding the benefits and risks of AI, its impact on academic integrity and critical skills, and the effectiveness of current policies. The study aims to synthesize existing research and offer actionable recommendations—such as comprehensive digital literacy programs and standardized guidelines—to maximize AI’s benefits while mitigating its risks, thereby fostering a more sustainable, ethically sound academic environment.

Authors

• Chamanka Gamage, SUNY-Albany

• Amanda Connella, University at Albany, SUNY