Keyword: systematic review

ABSTRACT: The Higher Education sector is being revolutionized by AI, with machine learning, natural language processing and generative AI applications. Yet, with the fast pace of technological evolution, both the possibilities and threats of AI incorporation have been spread out. This study includes an integrated multimethod systematic review and bibliometric analysis of the dual landscape of AI in higher education. Following PRISMA 2020 guidelines, systematic searches of Web of Science (n=1,631), PubMed (n=1,349), and Scopus (n=1,439) yielded 4,419 records (2021-2025). Following screening for duplication and eligibility, 110 studies (85 high and 25 medium quality) were included for thematic synthesis. A concurrent bibliometric analysis of 1,227 documents in Scopus was performed to depict author citation networks, keyword co-occurrence, and bibliographic coupling by source and country, using VOSviewer. The study identified Jiao, Ouyang, and Zheng as the most cited authors; the most frequently used keywords are 'ChatGPT' (173 times) since late 2022. Academic support, automated grading, teacher development, perceived usefulness, personalization of learning, and prediction of performance. The perceived ease of use, 24/7 access to technology, administrative efficiency; and academic integrity, data issues, integration barriers, technological limitations, equity concerns. And attitudinal barriers were identified as opportunity and challenge domains, respectively, during the thematic synthesis process. This study offers a dual landscape framework which means that there are no opportunities without challenges, and no challenges without opportunities. It delivers an evidence-based typology for institutional AI strategy, and priority areas for policy intervention, practically. The methodologically, it shows the usefulness of the combination of bibliometric and systematic review for complete literature synthesis. This research aims to explore the opportunities and challenges in integrating AI into higher education, based on a systematic review and bibliometric analysis of relevant literature.

ABSTRACT: This systematic literature review synthesizes existing research to explore the use of Problem-Based Learning (PBL) as an instructional pedagogy and its impacts on achieving the goals of Environmental Education (EE). A search across Google Scholar, ERIC, and EBSCO Host databases using the Boolean search term (“Problem-Based Learning” AND “Environmental Education”) yielded 12,986 results. After applying rigorous inclusion and exclusion criteria, 52 peer-reviewed, empirical studies published between 2005 and March 2025 were selected for analysis. Findings reveal a steady increase in PBL in EE research over the past two decades, with most studies conducted in Indonesia and Turkey. PBL was found to promote the goals of EE by enhancing students’ environmental literacy, critical thinking, collaboration, and problem-solving skills. Dominant research methodologies were experimental and quasi-experimental and research lines were predominantly intervention- outcome based (46%). While session durations varied, most studies used short- to medium-term interventions with nearly half of the studies neither specifying the duration nor describing their PBL process. Few studies tracked long-term behavioral impacts of PBL on EE goals on participants. Study participants were mostly middle school and college learners. Studies reported the integration of EE in a variety of subject areas, mostly environmental and general science content areas. Notable gaps include a lack of standardized reporting guidelines which limit reproducibility. To address this gap, a framework: PBL Implementation Reporting Protocol for Environmental Education Research is proposed. This review contributes to the discourse on active learning pedagogies in EE towards the achievement of EE goals and offers insights, research and practice recommendations for advancing equitable, context-sensitive PBL integration in EE practice across educational levels.