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The Mediated Impact of Generative AI on Academic Outcomes: A Conceptual Framework Integrating Psychological and Ethical Perspectives in Higher Education

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  • Niteegya Bhushan

Abstract

The expeditious evolution of generative artificial intelligence (GenAI) is fundamentally reshaping pedagogy, learning settings, and academic practices within higher education. Despite a proliferation of literature on GenAI in education, the field remains fragmented across technological, pedagogical, and psychological domains. This review synthesizes recent literature (2020–2025), focusing on GenAI's role in supporting academic achievement via AI-mediated digital practices. The analysis specifically examines how key psychological mediators including motivation, cognitive engagement, self-regulated learning, and emotional engagement interact with GenAI use. Furthermore, the paper addresses critical ethical and governance challenges related to GenAI adoption, such as algorithmic bias, academic integrity, data governance, and student privacy. Based on this synthesis, a conceptual framework is proposed to explain how GenAI can effectively promote academic achievement when integrated within ethically responsible and pedagogically sound educational environments.

Suggested Citation

  • Niteegya Bhushan, 2026. "The Mediated Impact of Generative AI on Academic Outcomes: A Conceptual Framework Integrating Psychological and Ethical Perspectives in Higher Education," International Journal of Innovative Science and Research Technology (IJISRT), IJISRT Publication, vol. 11(04), pages 270-285, April.
    • Handle: RePEc:cvr:ijisrt:2026:04:ijisrt26apr209
    DOI: 10.38124/ijisrt/26apr209
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