The Impact of Generative AI on Teaching, Learning, and Integrity in Higher Education: A Systematic Review

Abstract

This systematic review investigates the impact of Generative Artificial Intelligence (GenAI) on teaching practices, student learning, and academic integrity within higher education. This review conducted a qualitative thematic synthesis of 25 peer reviewed studies published 2020−2025, and using PRISMA 2020 framework for the review. The results will prove that GenAI will enable greater teaching efficiency, allow for more personalized learning routes, and will make education more accessible. GenAI tools are now being used by educators to automate feedback, create fresh assessments, and create differentiated instruction, while students use its AI powered platforms for academic’s support, language help, and creative exploration. The study also reveals some critical challenges. Misuse of GenAI can lead into superficial engagement and hinder the growth of critical thinking skills. The one major consideration is the development of the academic misconduct patterns, which GenAI-generated content is not being detected by traditional plagiarism detection tools. Higher education institutions may struggle to maintain academic integrity when there is robust human judgment, and redefined standards of academic authorship, in an AI enhanced environment. Responses to GenAI adoption by institutions are still uneven, going from proactive policy formulation to restrictive bans. Similar attitudes vary among disciplines, age, and tolerance for the prior digital exposure. The review highlights the necessity of universities to have clear, adaptive policy in place, incorporate AI literacy into curricula, redesign of assessments to encourage authentic learning processes, and university faculty development. To contribute to the growing dialogue on AI and education this study provides a synthesized thematic understanding of GenAI integration’s opportunities, risks, and institutional strategies. Second, it contends that GenAI must be embraced by higher education by both leveraging its benefits and mitigating its challenges for the sake of technology that offers no benefit and, even worse, threatens to undermine academic values.