Generative Artificial Intelligence and Academic Literacy in Higher Education: A Systematic Review of Emerging Educa-tional Practices

This project presents a systematic literature review examining the relationship between generative artificial intelligence (AI) and academic literacy in higher education. Recent advances in generative AI technologies, particularly large language models capable of producing complex textual outputs, have significantly transformed academic writing practices and learning processes within university environments. The study aims to synthesize existing scientific evidence addressing how generative AI tools influence academic literacy development, academic writing practices, pedagogical strategies, and ethical considerations in higher education contexts. The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to ensure methodological transparency and reproducibility. The literature search was conducted in two major academic databases—Scopus and Web of Science—with the last search performed in January 2026. After applying predefined inclusion and exclusion criteria and removing duplicate records, a final sample of 54 peer-reviewed studies was included in the analysis. Through descriptive and thematic analysis, the review identifies key research themes related to AI-assisted academic writing, academic integrity concerns, pedagogical integration of AI technologies, and the development of AI literacy competencies among university students. The findings contribute to understanding how generative artificial intelligence is reshaping academic literacy practices and highlight emerging pedagogical, ethical, and institutional challenges associated with AI integration in higher education.