The Effect of ChatGPT on Academic Work among University Students: A Systematic Literature Review

The Effect of ChatGPT on Academic Work among University Students: A Systematic Literature Review

Barnabas Ndunguru Manyahi – Department of Information and Communication Technology (ICT), Arusha Technical College, Tanzania

David Philemon Mang’ehe – Department of Electrical Engineering, Arusha Technical College, Tanzania

Email: barnabas.manyahi@atc.ac.tz

Abstract: The rapid rise of ChatGPT and other generative artificial intelligence (AI) tools has significantly reshaped academic practices in higher education, influencing how students learn, write, and engage with knowledge. Despite widespread adoption, concerns remain regarding academic integrity, originality, and learning quality. This study systematically reviews the impact of ChatGPT on university students’ academic work using the PRISMA framework. A comprehensive Scopus database search was conducted using keywords related to ChatGPT, generative AI, academic work, and higher education. From 2,825 initial records, filtering by year, subject area, document type, publication stage, and language yielded 405 English-language journal articles. Eighty high quality studies with at least 30 citations were selected for full review. Findings indicate that ChatGPT enhances academic productivity, writing quality, and conceptual understanding by offering immediate feedback and accessible learning support. Interactive use promotes self-directed learning and motivation, while passive reliance may hinder creativity and critical thinking. Significant ethical concerns including plagiarism, fabricated content, and misrepresentation of authorship were consistently reported, underscoring the need for institutional guidance. The review concludes that ChatGPT can effectively support academic work when embedded within clear ethical and pedagogical frameworks. Universities should adopt responsible integration strategies, including AI governance policies, assessment redesign, and digital ethics training, to ensure that generative AI enhances rather than undermines academic integrity and intellectual development.