Generative artificial intelligence and the transformation of work in higher education: A systematic review
DOI:
https://doi.org/10.5281/zenodo.23024430Keywords:
computer application, information theory, modernizationAbstract
The emergence of generative artificial intelligence (GenAI) has rapidly transformed work dynamics in higher education. However, while much of the literature has focused on its effects on students, relatively little attention has been paid to the implications for staff at Higher Education Institutions (HEIs). In this context, the aim of this systematic review was to analyze how GenAI is reshaping the work of such staff, as well as to identify its main benefits, limitations, and challenges. To this end, the PRISMA 2020 guidelines were followed, using a search conducted on September 17, 2026, across Scopus, SciELO, and Dimensions. Initially, 496 records were identified, to which automated filters regarding timeframe, subject area, language, and document type were applied. Subsequently, a manual screening process was carried out by independent pairs, resulting in the selection of a final sample of 17 articles. The thematic analysis revealed a reconfiguration of work across teaching, assessment, research, communication, and service provision activities, involving significant transformations in tasks, practices, and professional roles. In conclusion, the integration of GenAI into HEIs necessitates strengthening staff competencies and establishing institutional governance mechanisms to harness its benefits, manage its risks, and address its impact on work.
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