The impact of generative AI on academic reading and writing: a synthesis of recent evidence (2023–2025)
University of Castilla-La Mancha · Departamento de Educación · +3 more institutions
Abstract
Introduction The aim of this systematic review is to examine the scientific literature published on digital reading and writing in higher education within the field of social sciences, assisted by generative artificial intelligence. Methods The PRISMA methodology and the SALSA Framework were applied, based on a bibliographic search conducted in the Scopus and Web of Science databases. Journal articles that explicitly addressed the established topic, published between 1 January 2023 and 7 March 2025, in open access, in Spanish or English, and within the field of Social Sciences, were included. After a rigorous screening and selection process, a final sample of 136 articles was compiled and used as the basis for…
Citation impact
- FWCI
- 87.21
- Percentile
- 100%
- References
- 96
Authors
5Topics & keywords
- Formative assessment
- Scopus
- Reading (process)
- Metacognition
- Field (mathematics)
- Personalization
- Autonomy
- Higher education
- Quality Education