A Scoping Review of Generative Artificial Intelligence (GenAI) and Pedagogy Nexus: Implications for the Higher Education Sector

The higher education sector is increasingly being reshaped and reimagined in the era of Generative Artificial Intelligence (GenAI). For instance, the promise of GenAI to innovate pedagogical approaches in the way teaching and learning (T&L) occur across universities has been increasingly recognised. It is in this context that the question of how literature on the GenAI and Pedagogy (GenAIP) nexus has evolved in recent years has the potential to generate insights that inform and shape T&L policies and practices. However, the systematic analysis of scholarly literature on the GenAIP nexus has remained under the radar. This study responds to this gap and draws on PRISMA for the Scoping Review (PRISMA-ScR) method to carry out a Bibliometric Scoping Review of the GenAIP nexus. It examines scholarly research outputs (n = 310) published between 2023 and 2025 that are available on the Scopus database with two research objectives: (i) to ascertain research trends, thematic emphasis, prominent authors, countries and outlets, and (ii) to map various pedagogical approaches. Beyond revealing that authors from developing economies have produced significantly fewer research outputs than those from developed economies, the analysis highlights an urgent need for appropriate GenAI policies and curriculum redesign. It also documents 40 distinct pedagogical approaches reported in the literature. In light of the growing academic integrity challenges posed by GenAI, this article discusses three key implications for the higher education sector and future research: (i) redesigning courses and assessments to foster AI literacy, (ii) developing fit-for-purpose academic integrity policies, and (iii) delivering AI-focused professional development for academic staff.