Use of generative artificial intelligence in the assessment of university learning: a systematic literature review (2024-2025)
DOI:
https://doi.org/10.22458/ie.v28i45.6535Keywords:
digital competency, higher education, ethics, assessment, artificial intelligenceAbstract
This study presents a systematic review of the international literature on the use of artificial intelligence (AI) in the assessment of university learning, conducted under the PRISMA 2020 methodological framework. The objective is to analyze how AI, particularly generative artificial intelligence (GenAI), is transforming assessment processes in higher education, as well as to identify the main ethical dilemmas, pedagogical challenges, and emerging institutional strategic issues arising from the international literature published between 2024 and 2025. To this end, a search was conducted in indexed databases (Scopus, Web of Science, EBSCOhost, and ERIC) applying rigorous inclusion and exclusion criteria. A thematic coding process was used to group the findings into six major axes: the transformation of learning assessment through artificial intelligence, ethical implications, emerging dilemmas associated with the use of AI, AI literacy, digital competency development, and institutional governance and policies for the responsible implementation of AI. The results reveal a growing trend toward promoting ethical, formative, and humanistic assessment, underpinned by a balance between technological innovation and academic integrity. The findings indicate that AI literacy is an essential component for the responsible use of these tools, and that universities must establish governance frameworks and faculty training. Likewise, the challenge lies not in prohibiting AI, but in integrating it in a manner that is ethical, critical, and pedagogically consistent with the principles of justice, equity, and educational transparency.
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