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The rapid development of GenAI technologies, such as ChatGPT, has reshaped higher education by transforming how students learn, create knowledge, and access academic support. While GenAI enables personalised feedback, creative content generation, and enhanced learning opportunities. And it also brings challenges related to academic integrity, authorship, data ethics, misinformation, transparency, and unequal access. As universities shift from initial restrictions to guided integration, cultivating Generative AI literacy has become essential for preparing students and educators to use GenAI critically and responsibly. This chapter conducts a systematic review of empirical studies on GenAI literacy in higher education published between November 2022 and July 2024. Following PRISMA guidelines, the review analyses how GenAI literacy is conceptualised, the pedagogical approaches used to develop AI-related competencies and the ethical concerns associated with GenAI adoption. Findings reveal evolving definitions of GenAI literacy, instructional models, and evaluation methods, alongside persistent concerns around plagiarism, bias, fact-checking, and ethical use.

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A Systematic Review of Empirical Studies Fostering Generative AI Literacy in Higher Education

  • 章节

  • 发表日期：

    2025年

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  • Lingran Xu,
  • Davy Tsz Kit Ng,
  • Hao Deng,
  • Jac Ka Lok Leung

摘要

The rapid development of GenAI technologies, such as ChatGPT, has reshaped higher education by transforming how students learn, create knowledge, and access academic support. While GenAI enables personalised feedback, creative content generation, and enhanced learning opportunities. And it also brings challenges related to academic integrity, authorship, data ethics, misinformation, transparency, and unequal access. As universities shift from initial restrictions to guided integration, cultivating Generative AI literacy has become essential for preparing students and educators to use GenAI critically and responsibly. This chapter conducts a systematic review of empirical studies on GenAI literacy in higher education published between November 2022 and July 2024. Following PRISMA guidelines, the review analyses how GenAI literacy is conceptualised, the pedagogical approaches used to develop AI-related competencies and the ethical concerns associated with GenAI adoption. Findings reveal evolving definitions of GenAI literacy, instructional models, and evaluation methods, alongside persistent concerns around plagiarism, bias, fact-checking, and ethical use.