Emerging Dynamics of ChatGPT in Academia: A Scoping Review


  • Mehul Mahrishi Tecnologico de Monterrey, Mexico
  • Asad Abbas Tecnologico de Monterrey, Mexico
  • Danica Radovanović GESIS – Leibniz Institute for the Social Sciences, Germany
  • Samira Hosseini Tecnologico de Monterrey, Mexico




AIED, ChatGPT, Education Innovation, Generative AI, Large Language Model, Higher Education


Large Language Models (LLMs) and Generative AI tools are revolutionising every aspect of academia, including medical, physical, and STEM education. They have also proved their mettle in blended learning systems and distance learning programs by improving educational sustainability, accessibility, and engagement. Through this scoping review, we aim to provide an essential overview of the state of the art of ChatGPT from the standpoint of exploring its development, analysing its current trajectory, and emerging dynamics in active research responsible for defining regulations and protocols. The PRISMA benchmarking was used on the Scopus dataset, with 109 papers from 2022 to 2023. Interactive results and bibliographic maps are generated using the Bibliometrix library of R-Studio. The findings are aligned with the research questions and represent exceptional growth in scientific production. Furthermore, relevant avenues for research publications, leading countries, and institutions in the area are also listed. The thematic and trends analysis anticipated that artificial intelligence and generative AI will substantially influence nearly every dimension in the coming years. The review also identified the possible advantages and disadvantages of adopting ChatGPT in higher education and analysed its deployment, considering ethical issues. The research concludes that, apart from ChatGPT, other large language models are also transforming artificial intelligence in education. However, ethical concerns and implications in education highlight vital issues for further research to ensure AI's responsible and ethical use.


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Educational Technology

How to Cite

Emerging Dynamics of ChatGPT in Academia: A Scoping Review. (2024). Journal of University Teaching and Learning Practice, 21(1). https://doi.org/10.53761/b182ws13