Acceptance and adoption of ChatGPT in higher education: a systematic review

• Autores: Morales Ramírez, Alejandra, Figueroa Castañeda, Guadalupe Montserrat, Duana Guerra, María Azeneth, Hidalgo Cortés, Cuauhtémoc, Amador Reyes, Juan de Jesús
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: Revistas - Universidad Peruana de Ciencias Aplicadas
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/2119
• Enlace del recurso: https://revistas.upc.edu.pe/index.php/docencia/article/view/2119
• Nivel de acceso: acceso abierto
• Materia: chatGPT; artificial intelligence; higher education; acceptance; adoption; inteligencia artificial; educación superior; aceptación; inteligência artificial; ensino superior; aceitação; adoção

Introduction: Generative Artificial Intelligence (AI), such as ChatGPT, has transformed higher education by facilitating autonomous learning and content generation. However, its adoption poses challenges regarding academic integrity, assessment, and ethics. To ensure its responsible use, it is essential to analyze the factors influencing its acceptance. Objective: To identify theoretical models, analyzed factors, research methods, data analysis techniques, and sampling approaches in studies on ChatGPT in higher education. Method: A systematic literature review was conducted following the PRISMA methodology, searching ScienceDirect, PubMed, and EBSCOhost (September 2023 – September 2024). Methodological quality was assessed using the Critical Appraisal Checklist for Analytical Cross-Sectional Studies (JBI) and the standards of Ijaz and Yadegaridehkordi (2024). A total of 27 studies were selected, primarily from Asia. Results:Findings indicate a growing academic interest in ChatGPT, with an increase in studies published in 2024. Most research adopted a quantitative approach based on surveys and statistical analysis, with Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) as the predominant techniques. Regarding sampling, convenience sampling was the most used method, followed by random and purposive sampling. Conclusion: Perceived usefulness, social influence, and behavioral intention emerge as key factors in the adoption of ChatGPT in higher education. Despite its potential, ethical challenges and technological dependence persist. Further research across diverse regions is recommended, along with the development of policies that balance its integration with critical thinking and academic assessment.