Abdaljaleel, M., Barakat, M., Alsanafi, M., Salim, N. A., Abazid, H., Malaeb, D., Mohammed, A. H., Hassan, B. A. R., Wayyes, A. M., Farhan, S. S., El Khatib, S., Rahal, M., Sahban, A., Abdelaziz, D. H., Mansour, N. O., AlZayer, R., Khalil, R., Fekih-Romdhane, F., Hallit, R., Hallit, S., & Sallam, M.<em> </em>(2024). A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT. <em>Sci Rep</em> 14, 1983 <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1038/s41598-024-52549-8" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1038/s41598-024-52549-8</a>">https://doi.org/10.1038/s41598-024-52549-8</ext-link>.
Abulibdeh, A., Zaidan, E., & Abulibdeh, R. (2024). Navigating the confluence of artificial intelligence and education for sustainable development in the era of Industry 4.0: Challenges, opportunities, and ethical dimensions. <em>Journal of Cleaner Production, 437</em>, 140527. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.jclepro.2023.140527" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.jclepro.2023.140527</a>">https://doi.org/10.1016/j.jclepro.2023.140527</ext-link>.
Acosta-Enriquez, B.G., Arbulú Ballesteros, M.A., Huamaní Jordan, O., López Roca, C., & Saavedra Tirado, K. (2024a). Analysis of college students’ attitudes toward the use of ChatGPT in their academic activities: effect of intent to use, verification of information and responsible use. <em>BMC Psychol</em> 12, 255 <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1186/s40359-024-01764-z" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1186/s40359-024-01764-z</a>">https://doi.org/10.1186/s40359-024-01764-z</ext-link>.
Acosta-Enriquez, B. G., Arbulú Pérez Vargas, C. G., Huamaní Jordan, O., Arbulú Ballesteros, M. A., & Paredes Morales, A. E. (2024b). Exploring attitudes toward ChatGPT among college students: An empirical analysis of cognitive, affective, and behavioral components using path analysis. <em>Computers and Education: Artificial Intelligence, 7</em>, 100320. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2024.100320" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2024.100320</a>">https://doi.org/10.1016/j.caeai.2024.100320</ext-link>.
Adžić, S., Tot, T. S., Vukovic, V., Radanov, P., & Avakumović, J. (2024). Understanding student attitudes toward GenAI tools: A comparative study of Serbia and Austria. <em>International Journal of Cognitive Research in Science, Engineering and Education, 12</em>(3), 123-145. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.23947/2334-8496-2024-12-3-583-611" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.23947/2334-8496-2024-12-3-583-611</a>">https://doi.org/10.23947/2334-8496-2024-12-3-583-611</ext-link>.
Al Shloul, T., Mazhar, T., Abbas, Q., Iqbal, M., Ghadi, Y. Y., Shahzad, T., Mallek, F., & Hamam, H. (2024). Role of activity-based learning and ChatGPT on students’ performance in education. <em>Computers and Education: Artificial Intelligence, 6</em>, 100219. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2024.100219" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2024.100219</a>">https://doi.org/10.1016/j.caeai.2024.100219</ext-link>.
Al-Dokhny, A., Alismaiel, O., Youssif, S., Nasr, N., Drwish, A., & Samir, A. (2024). Can multimodal large language models enhance performance benefits among higher education students? An investigation based on the task–technology fit theory and the artificial intelligence device use acceptance model. <em>Sustainability, 16</em>(23), 10780. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/su162310780" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su162310780</a>">https://doi.org/10.3390/su162310780</ext-link>.
Alahmadi, M. D., Alharbi, M., Tayeb, A., & Alshangiti, M. (2024). Evaluating large language models’ proficiency in answering Arabic GAT exam questions. <em>Engineering, Technology and Applied Science Research, 14</em>(6), 17774-17780. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.48084/etasr.8481" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.48084/etasr.8481</a>">https://doi.org/10.48084/etasr.8481</ext-link>.
Alfiras, M.I.I., Emran, A.Q., Bojiah, J., Al Farsi, M.M., Shobbar, S., Alhawi, O.A. (2025). <em>ChatGPT in Education Between Advantages, Authority and Ethics: A Rapid Literature</em> Review. In: AlDhaen, E., Braganza, A., Hamdan, A., Chen, W. (eds) Business Sustainability with Artificial Intelligence (AI): Challenges and Opportunities. Studies in Systems, Decision and Control, vol 566. Springer, Cham. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1007/978-3-031-71318-7_12" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/978-3-031-71318-7_12</a>">https://doi.org/10.1007/978-3-031-71318-7_12</ext-link> .
Annamalai, N., Bervell, B., Mireku, D. O., & Andoh, R. P. K. (2025). Artificial intelligence in higher education: Modelling students’ motivation for continuous use of ChatGPT based on a modified self-determination theory. <em>Computers and Education: Artificial Intelligence, 8</em>, 100346. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2024.100346" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2024.100346</a>">https://doi.org/10.1016/j.caeai.2024.100346</ext-link>.
Arbulú Ballesteros, M. A., Acosta Enríquez, B. G., Ramos Farroñán, E. V., García Juárez, H. D., Cruz Salinas, L. E., Blas Sánchez, J. E., Arbulú Castillo, J. C., Licapa-Redolfo, G. S., & Farfán Chilicaus, G. C. (2024). The sustainable integration of AI in higher education: Analyzing ChatGPT acceptance factors through an extended UTAUT2 framework in Peruvian universities. <em>Sustainability, 16</em>(23), 10707. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/su162310707" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su162310707</a>">https://doi.org/10.3390/su162310707</ext-link>.
Baek, C., Tate, T., & Warschauer, M. (2024). “ChatGPT seems too good to be true”: College students’ use and perceptions of generative AI. <em>Computers and Education: Artificial Intelligence, 7</em>, 100294. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2024.100294" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2024.100294</a>">https://doi.org/10.1016/j.caeai.2024.100294</ext-link>.
Bouteraa, M., Bin-Nashwan, S. A., Al-Daihani, M., Dirie, K. A., Benlahcene, A., Sadallah, M., Zaki, H. O., Lada, S., Ansar, R., Fook, L. M., & Chekima, B. (2024). Understanding the diffusion of AI-generative (ChatGPT) in higher education: Does students’ integrity matter? <em>Computers in Human Behavior Reports, 14</em>, 100402. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.chbr.2024.100402" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.chbr.2024.100402</a>">https://doi.org/10.1016/j.chbr.2024.100402</ext-link>.
Cake, S. (2025). Artificial intelligence as a collaborative tool for script development. <em>Media Practice and Education.</em> <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1080/25741136.2025.2454074" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1080/25741136.2025.2454074</a>">https://doi.org/10.1080/25741136.2025.2454074</ext-link>.
Chiu, T. K. F. (2024). Future research recommendations for transforming higher education with generative AI. <em>Computers and Education: Artificial Intelligence, 6</em>, 100197. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2023.100197" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2023.100197</a>">https://doi.org/10.1016/j.caeai.2023.100197</ext-link>.
Eloundou, T., Beutel, A., Robinson, D. G., Gu-Lemberg, K., Brakman, A.-L., Mishkin, P., Shah, M., Heidecke, J., Weng, L., & Kalai, A. T. (2024, October 15). <em>First-person fairness in chatbots</em>. OpenAI. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://cdn.openai.com/papers/first-person-fairness-in-chatbots.pdf">https://cdn.openai.com/papers/first-person-fairness-in-chatbots.pdf</ext-link>.
Gao, Y. (2025). Deep learning-based strategies for evaluating and enhancing university teaching quality. <em>Computers and Education: Artificial Intelligence, 8</em>, 100362. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2025.100362" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2025.100362</a>">https://doi.org/10.1016/j.caeai.2025.100362</ext-link>.
Gao, R., Merzdorf, H. E., Anwar, S., Hipwell, M. C., & Srinivasa, A. R. (2024). Automatic assessment of text-based responses in post-secondary education: A systematic review. <em>Computers and Education: Artificial Intelligence, 6</em>, 100206. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2024.100206" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2024.100206</a>">https://doi.org/10.1016/j.caeai.2024.100206</ext-link>.
Kacperski, C., Ulloa, R., Bonnay, D., Kulshrestha, J., Selb, P., & Spitz, A. (2025). Characteristics of ChatGPT users from Germany: Implications for the digital divide from web tracking data. <em>PLoS ONE, 20</em>(1), e0309047. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1371/journal.pone.0309047" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1371/journal.pone.0309047</a>">https://doi.org/10.1371/journal.pone.0309047</ext-link>.
Knoth, N., Tolzin, A., Janson, A., & Leimeister, J. M. (2024). AI literacy and its implications for prompt engineering strategies. <em>Computers and Education: Artificial Intelligence, 6</em>, 100225. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2024.100225" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2024.100225</a>">https://doi.org/10.1016/j.caeai.2024.100225</ext-link>.
Lee, D., Arnold, M., Srivastava, A., Plastow, K., Strelan, P., Ploeckl, F., Lekkas, D., & Palmer, E. (2024). The impact of generative AI on higher education learning and teaching: A study of educators’ perspectives. <em>Computers and Education: Artificial Intelligence, 6</em>, 100221. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2024.100221" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2024.100221</a>">https://doi.org/10.1016/j.caeai.2024.100221</ext-link>
Lewandowski, M., Łukowicz, P., Świetlik, D. and Barańska-Rybak, W., (2024). ChatGPT-3.5 and ChatGPT-4 dermatological knowledge level based on the Specialty Certificate Examination in Dermatology. <em>Clinical and Experimental Dermatology</em>, 49(6), pp.686–691. Available at: <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1093/ced/llad255" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1093/ced/llad255</a>">https://doi.org/10.1093/ced/llad255</ext-link>.
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. <em>Computers in Human Behavior: Artificial Humans, 2</em>(1), 100027. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.chbah.2023.100027" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.chbah.2023.100027</a>">https://doi.org/10.1016/j.chbah.2023.100027</ext-link>.
Ngo, T. N., & Hastie, D. (2025). Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module. <em>English for Specific Purposes, 77</em>, 20-38. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.esp.2024.09.001" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.esp.2024.09.001</a>">https://doi.org/10.1016/j.esp.2024.09.001</ext-link>.
Ofosu-Ampong, K. (2024). Beyond the hype: exploring faculty perceptions and acceptability of AI in teaching practices. <em>Discover Education, 3</em>(1), 38. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1007/s44217-024-00128-4" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/s44217-024-00128-4</a>">https://doi.org/10.1007/s44217-024-00128-4</ext-link>.
Parker, L., Carter, C., Karakas, A., Loper, A. J., & Sokkar, A. (2024). Graduate instructors navigating the AI frontier: The role of ChatGPT in higher education. <em>Computers and Education Open, 6</em>, 100166. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeo.2024.100166" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeo.2024.100166</a>">https://doi.org/10.1016/j.caeo.2024.100166</ext-link>.
Parveen, K., Phuc, T. Q. B., Alghamdi, A. A., Hajjej, F., Obidallah, W. J., Alduraywish, Y. A., & Shafiq, M. (2024). Unraveling the dynamics of ChatGPT adoption and utilization through Structural Equation Modeling. <em>Scientific Reports, 14</em>(1), 23469. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1038/s41598-024-74406-4" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1038/s41598-024-74406-4</a>">https://doi.org/10.1038/s41598-024-74406-4</ext-link>.
Perkins, M., Roe, J., Postma, D., McGaughran, J., & Hickerson, D. (2024). Detection of GPT-4 Generated Text in Higher Education: Combining Academic Judgement and Software to Identify Generative AI Tool Misuse. <em>J Acad Ethics</em> 22, 89– 113. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1007/s10805-023-09492-6" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/s10805-023-09492-6</a>">https://doi.org/10.1007/s10805-023-09492-6</ext-link>.
Radtke, A., & Rummel, N. (2025). Generative AI in academic writing: Does information on authorship impact learners’ revision behavior? <em>Computers and Education: Artificial Intelligence, 8</em>, 100350. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1016/j.caeai.2024.100350" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.caeai.2024.100350</a>">https://doi.org/10.1016/j.caeai.2024.100350</ext-link>.
Rudolph, J., Ismail, M. F. B. M., & Popenici, S. (2024). Higher education’s generative artificial intelligence paradox: The meaning of chatbot mania. <em>Journal of University Teaching and Learning Practice, 21</em>(6). <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.53761/54fs5e77" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.53761/54fs5e77</a>">https://doi.org/10.53761/54fs5e77</ext-link>.
Vorontsova, A., Tarasenko, S., Duranowski, W., Durasiewicz, A., Soss, J., & Bilovol, A. (2025). A bibliometric analysis of the economic effects of using artificial intelligence and ChatGPT tools in higher education institutions. <em>Problems and Perspectives in Management, 23</em>(1), 101-114. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.21511/ppm.23(1).2025.08" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.21511/ppm.23(1).2025.08</a>">https://doi.org/10.21511/ppm.23(1).2025.08</ext-link>.
Wang, L., & Ren, B. (2024). Enhancing academic writing in a linguistics course with generative AI: An empirical study in a higher education institution in Hong Kong. <em>Education Sciences, 14</em>(12), 1329. <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.3390/educsci14121329" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/educsci14121329</a>">https://doi.org/10.3390/educsci14121329</ext-link>.
Watermeyer, R., Phipps, L., Lanclos, D. & Knight, C. (2024). Generative AI and the Automating of Academia. <em>Postdigit Sci Educ</em> 6, 446–466 <ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="<a href="https://doi.org/10.1007/s42438-023-00440-6" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/s42438-023-00440-6</a>">https://doi.org/10.1007/s42438-023-00440-6</ext-link>.