Artificial Intelligence and Research Skills in Higher Education Students: Systematic Review, 2022–2026
DOI:
https://doi.org/10.47606/ACVEN/PH0531Keywords:
artificial intelligence, research skills, higher education, ethics,, systematic reviewAbstract
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The present systematic review examined the impact of using artificial intelligence tools on the development of research skills in higher education students, contrasting it with traditional methods during the 2022-2026 period. Under the PRISMA 2020 protocol with an overview of reviews approach, the search was conducted in Scopus, WoS, and Google Scholar, where 2976 records were identified. Following the screening and eligibility phases, the qualitative synthesis incorporated 60 studies (46 primary and 14 secondary) from four continents. Risk of bias assessment employed AMSTAR-2 for secondary reviews and MMAT for primary studies. Inter-coder agreement reached k = 0.84. The thematic analysis yielded 5 categories: AI as an enhancer of research skills, AI as a cognitive and ethical risk, pedagogical mediation and teacher training, institutional regulatory contexts, and scientific production and communication. The results revealed that the effect of AI on research skills is not intrinsic to the tool, as it depends on the quality of teacher mediation and institutional regulatory frameworks. The comparison between AI with and without pedagogical support, versus traditional methods, demonstrated that mediation transforms AI into a scaffolding that enhances analytical thinking. Its absence fosters algorithmic dependence and compromises academic integrity.
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