SynthesisFrontiers in psychology2026
Mapping the impact of generative AI in higher education: a scoping review of psychological and equity dimensions.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Beyond checking: verification quality, reliance calibration, and learning in generative AI-assisted higher education.Frontiers in psychology · 2026Review
- Family-school autonomy support for children's responsible use of generative artificial intelligence: a self-determination theory synthesis and developmental research agenda.Frontiers in psychology · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The rapid integration of generative artificial intelligence (GenAI) into higher education has prompted growing scholarly attention toward its pedagogical and institutional implications. However, existing research has predominantly addressed technical capabilities and academic integrity concerns, while the psychological and equity dimensions remain fragmented and underexplored. This scoping review, conducted in accordance with PRISMA-ScR guidelines, systematically maps and synthesizes 87 studies published from January 2019 to March 2026 across six major databases to examine how GenAI influences learners' cognitive and emotional processes and how its adoption intersects with educational inequalities. The findings identify five psychological themes-cognitive offloading, AI self-efficacy, emotional responses, identity threat, and trust-and six equity dimensions-digital divide, disability access, first-language inequity, socioeconomic stratification, gender and race disparities, and Global South constraints. Critically, only 7% of the reviewed studies explicitly examine the intersection of psychological and equity dimensions, revealing a significant gap in the literature. To address this fragmentation, the review introduces the Psychosocial-Equity Nexus, a novel three-layered recursive framework that integrates equity stratifiers, psychological states, and educational outcomes to conceptualize how structural inequities may be associated with psychological responses that, under certain institutional conditions, may contribute to the persistence or widening of educational disparities. The review offers actionable implications for research, institutional practice, and policy toward equitable and psychologically informed GenAI adoption in higher education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.