Artificial Intelligence as a Lever for Pedagogical Innovation in Higher Education: Theoretical Foundations and Integration Challenges — A Systematic Literature Review

Abstract

This in-depth literature review examines the role of artificial intelligence, and more specifically ChatGPT and conversational agents, as catalysts for pedagogical innovation in higher education between 2022 and 2024. In the context of the digital transformation of universities, AI is presented as a promising solution for personalising learning, strengthening student engagement and supporting cognitive autonomy. However, the integration of these technologies into educational practices raises major theoretical, ethical and institutional issues.

Through the analysis of 9 scientific articles from the Scopus database, this review identifies the theoretical foundations used, the methodologies employed and the reported results on the pedagogical effects of AI. The approach adopted is structured according to the PRISMA protocol, a process that guarantees a rigorous selection of sources according to explicit inclusion criteria. The results of the study show great variability in the approaches used, ranging from quantitative assessment of the effects of AI on performance or creativity to critical analyses of risks related to academic integrity, inequalities of access, and data governance.

This system offers numerous advantages: optimised personalisation of learning, increased student engagement and development of their technical and creative skills. However, major obstacles remain, including a lack of teacher training, ethical concerns, the digital divide and the misuse of AI tools. The discussion highlights the need for a systemic approach that integrates not only the technological dimension, but also the pedagogical, institutional and social challenges of innovation.