In contemporary higher education, students are increasingly expected to manage and synthesize large volumes of online information. However, many struggle with effective digital information problem solving (IPS), a competence critical to academic success. Generative AI tools offer new opportunities for searching, synthesizing, and creating information. However, using generative AI uncritically in IPS may hinder students' IPS competence development and lead to the acceptance of biased or false information. Despite a growing consensus on the need to integrate AI literacy into the IPS curriculum, a clear, evidence-based pedagogical strategy is lacking. Empirical studies that specifically investigate the impact of GenAI on IPS competence in higher education are emerging but have not yet been systematically synthesized. This leaves educators without clear guidance on how to adapt their teaching to foster IPS competence in the GenAI era. This systematic literature review aims to synthesize the available empirical evidence on the influence of generative AI on teaching and learning digital IPS competence in higher education.
No comments:
Post a Comment