•  
  •  
 

Author ORCID Identifier

Nhung Thi Phuong Nguyen: https://orcid.org/0000-0003-4157-5487

Huong Thi Pham: https://orcid.org/0000-0001-7264-1200

Abstract

The emergence of AI-powered content such as text, images, and videos generated by large language models (LLMs) has rapidly transitioned from an experimental novelty to a structural force in higher education. Yet, previous reviews have remained largely conceptual or focused on the early stages of the AI wave. This study offers an updated, multi-faceted overview of AI-generated content in education based on data from 2022 to 2025. Following the PRISMA protocol, we systematically identified and reviewed 64 peer-reviewed studies to examine usage, transformation of teaching practices, impacts on learning outcomes, and challenges related to academic integrity, bias, trustworthiness, and teacher competence. Our findings reveal a clear progression: AI content is no longer on the sidelines but is reshaping assessment design, pedagogical strategies, and learner agency. However, this involves significant risks, including tool dependency, inequality, and a lack of regulatory framework. The study proposes specific recommendations for integrating AI responsibly and humanely into contemporary education.

First Page

137

Last Page

162

Ethics Approval

Not Applicable

Declaration Statement

Acknowledgements

The authors sincerely thank Vinh University for its academic support and for providing access to essential research databases during the preparation of this study.

Funding Statement

This research received no external funding.

Data Availability Statement

No new dataset was generated for this study. All data analyzed are derived from previously published studies cited in the article.

Conflict of Interest

The authors declare no conflict of interest.

Ethics / Participation Consent

Not applicable. This study is a review of previously published literature and does not involve human participants.

Download

Share

COinS