Purpose This study aims to investigate the transformative impact of Generative Artificial Intelligence (Gen-AI), particularly ChatGPT, on education. Through comprehensive bibliometric and content analysis, this study maps publication trends, identifies key research themes, uncovers gaps in the literature and explores future directions for effectively integrating AI into educational systems. Design/methodology/approach A systematic review of 817 articles published between 2021 and 2024 was conducted to explore the evolving landscape of Gen-AI in education. Using bibliometric and content analysis, this study used coword analysis, thematic mapping, cluster analysis and bibliometric coupling to identify trends, gaps and the structural and conceptual frameworks underlying the integration of Gen-AI in educational settings. Findings The analysis identified four key thematic clusters: Gen-AI as a driver of educational transformation, its impact on curriculum and pedagogy, ethical and integrity considerations in higher education and its role in enhancing creativity and knowledge. This study proposes a conceptual framework with 10 propositions and 12 research inquiries, emphasizing personalized learning approaches and robust ethical safeguards. Practical implications This research offers actionable insights for educators, policymakers and AI developers, providing a roadmap for the responsible integration of Gen-AI into educational strategies. It emphasizes fostering innovation while addressing concerns about ethical, social and academic integrity. Originality/value This study offers a comprehensive synthesis of the rapidly expanding research on Gen-AI in education, with a particular emphasis on ChatGPT. Analyzing 817 peer-reviewed articles from 2021 to 2024, this study combines bibliometric, thematic and content analyses to identify four research clusters and track their evolution. Aligned with UNESCO’s AI Ethics Recommendation, it provides a conceptual framework, 10 theoretical propositions and 12 research questions, delivering practical insights and a strategic agenda for researchers, educators and policymakers.
Issa et al. (2025) studied this question.