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Artificial Intelligence In Higher Education: A Global Review Of Ai-Powered Teaching And Learning

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  • Begzod Nishanov

Abstract

Artificial intelligence, particularly generative AI systems such as ChatGPT, Gemini, and Claude,has moved from the periphery to the mainstream of higher education in less than four years. By 2025, severalinternational surveys had reached a common conclusion: AI use among university students is approachinguniversality, while institutional governance, faculty competence, and pedagogical theory are gradually adaptingto this rapid development. This article synthesises peer-reviewed empirical research published in 2020–2026,together with reports by UNESCO, the OECD, the Russell Group, the Digital Education Council, the HigherEducation Policy Institute, Ellucian, and EDUCAUSE, to provide a global and theoretically grounded analysis ofthe current state of AI-powered teaching and learning. The article examines adoption trends, key technologies,theoretical frameworks, opportunities and challenges, policy responses across different jurisdictions, and futuredirections, including AI literacy as a graduate attribute, hybrid human–AI pedagogies, and the redefined role ofthe educator. The analysis concludes that AI adoption in higher education is no longer a question of trajectorybut of governance, and that the pedagogy of integration, rather than the technology itself, determines whetherAI strengthens or limits learning outcomes.

Suggested Citation

  • Begzod Nishanov, 2026. "Artificial Intelligence In Higher Education: A Global Review Of Ai-Powered Teaching And Learning," GREEN ECONOMY AND DEVELOPMENT, "Ma'rifat-Print-Media" LLC, Tashkent State University of Economics, vol. 4(6), June.
    • Handle: RePEc:teu:ged000:v:4:y:2026:i:6:id:11297
    DOI: 10.5281/zenodo.20817569
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