A systematic critical review of generative AI's impact on authorship, pedagogy, and integrity (2023–2025)

Abstract

The rapid integration of generative artificial intelligence (GenAI) into academic workflows marks a critical inflexion point for higher education and scholarly publishing. This systematic critical review synthesises and evaluates 54 peer-reviewed studies (2023–2025) alongside 6 key international policy documents to map the contested terrain of GenAI's multifaceted impact. Employing a thematic synthesis approach within a critical sociotechnical framework, the analysis identifies four dominant, interrelated themes: (1) the reconfiguration of authorship and attribution, (2) the transformation of pedagogy and assessment, (3) the evolving dynamics of integrity, trust, and detection, and (4) the emergent ethical and sociopolitical ramifications. Findings reveal a field characterised by significant policy fragmentation, inconsistent detection efficacy, and profound disciplinary divergence in adoption and concern. While GenAI is leveraged to enhance accessibility and productivity, it simultaneously poses risks to originality, critical thinking, and epistemic justice. The discussion argues that prevailing, reactive policy frameworks are inadequate. Instead, this paper advocates for a paradigm shift toward proactive, pedagogically grounded, and equity-focused governance that treats GenAI not merely as a disruptive tool but as a constitutive element of a rapidly evolving scholarly ecosystem. The review concludes by outlining key limitations and proposing a focused agenda for future research, policy, and practice.

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