Generative artificial intelligence (GAI) in the educational field has the potential to transform and enrich teaching and learning processes. This chapter presents a scientometric analysis of studies published in Scopus from 2013 to 2024 to address the research question: What is the academic overview of the use of generative artificial intelligence in the educational field? This analysis allowed us to identify that the United States has the most articles on GAI in education worldwide. The institution with the most publications on GAI is University of California, and the researcher Leinonen Juho from Aalto University with the most published papers. Regarding the topics, the exploration of GAI tools was identified, with ChatGPT being the most used. ChatGPT has been used for various purposes, including as a teaching and learning tool, as a writing assistant, as a tool for assessment and knowledge generation, for assessment and feedback on academic work, and as a tool for lesson planning and development. Most GAI studies have been conducted at the higher education level, with areas such as engineering and technology, education, language and literature, and medicine and health sciences standing out. Most studies present a user evaluation of GAI tools. Future work includes creating policies to regulate the use of ChatGPT at the university level, using GAI tools that assess students’ soft skills and critical competencies, and finally, creating or modifying GAI tools to provide personalized and self-regulated teaching.