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Systematic review explores ChatGPT's role in higher education, revealing diverse opinions and implications.
Background The advent of artificial intelligence (AI) has fundamentally changed how education is delivered and how students perform. Since its launch, ChatGPT, a popular generative AI tool, has generated mixed reactions. Objectives This research systematically reviews the opportunities, perceptions, and challenges of using ChatGPT among faculty members and students at higher education levels. Our review identified key themes and patterns in the literature and provided a comprehensive understanding of the different opinions held by students and faculty. Methods We included peer‐reviewed journal articles and conference papers published between January 1, 2022 and October 20, 2025, sourced from APA PsycInfo, CINAHL Ultimate, Education Source Ultimate, ERIC and Web of Science. From 1046 initial records, 58 articles met the inclusion criteria. We also conducted a targeted search on December 10, 2024, which identified 12 additional studies from Google Scholar (6) and Consensus App (6). We then performed a final search on October 20, 2025, using the Consensus App, resulting in 12 more recent studies, bringing the total to 82 articles. Thematic content analysis and descriptive statistics identified key themes and patterns across the literature. Results and Conclusion Our review showed that faculty members and students hold differing opinions regarding ChatGPT's accuracy, reliability, and ethical implications, as well as its future role in higher education. Some view ChatGPT as a valuable tool for teaching and learning, while others remain sceptical. We conclude that appropriate measures should be taken to ensure that ChatGPT is used responsibly and equitably in higher education.
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Apata et al. (2026) studied this question.
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