AI adoption in higher education institutions: a systematic analysis of AI competences, utilisation patterns and their influence on the 21st century skills development in social studies students
Résumé
Recent advancements in Artificial Intelligence (AI) presents transformative opportunities for education, particularly in Social Studies, where conventional pedagogical approaches often fall short in fostering meaningful and authentic learning experiences. Anchored on Ajzen's Theory of Planned Behaviour (TPB) and guided by three research questions, this systematic review investigates AI competences, utilisation patterns within universities and their implications for the development of the 21st century skills among Social Studies students. The study adopted a Systematic Literature Review (SLR) approach, structured in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) framework to synthesized 15 journal articles relevant to the research focus. To ensure methodological rigour, transparency, and consistency in the articles selection process, inter-rater reliability analysis using Cohen's Kappa coefficient formula and Mixed MethodsAppraisal Tool (MMAT) alongside selected risk-of-bias indicators were conducted in accordance with the PRISMA guidelines. The findings reveal a seemingly absence of coherent institutional policies guiding AI adoption and utilisation across many universities. Additionally, AI usage patterns among Social Studies students and lecturers were diverse yet uneven, reflecting disparities in access, competence and pedagogical integration. Institutional readiness for AI adoption seems partial and inconsistent, while its integration into Social Studies education, although progressively evolving, somehow lacks uniformity. More importantly, AI demonstrates a significant potential in enhancing students’ acquisition of the 21st century skills, albeit contingent upon contextual and pedagogical factors. The study recommends the formulation of comprehensive institutional policies and ethical frameworks for AI deployment, targeted capacity building initiatives to strengthen AI literacy among Social Studies lecturers and students, strategic curriculum redesign that embeds AI within inquiry driven and critical pedagogies, and fostering a balance AI usage to maintain collaboration, civic involvement, and critical thinking, which are fundamental principles of Social Studies.
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