Dynamic tensions: an AI-assisted critical scoping review of university students' qualitative experiences of GenAI

Purpose This study presents a GenAI-assisted scoping review of interview-based studies exploring student experiences and perceptions of generative AI (GenAI) in international higher education. It aims to synthesise emerging insights into the implications of GenAI as a research tool in contrast to its use by students. Design/methodology/approach An AI-assisted scoping review was conducted of 39 qualitative interview studies from 20 countries, all published in 2023/24. Studies were identified through an extensive Boolean search of Web of Science (Arksey and O’Malley, 2003). We conducted in-depth readings, compiled bibliometric data and uploaded findings to Claude Projects for analysis. Thematic analysis (Braun and Clarke, 2006) identified patterns across studies, alongside a review of methodological and theoretical approaches. Findings The review highlights diverse analytical and theoretical framings of GenAI, ranging from technology acceptance models to student agency and motivation. Three key perceived benefits and three perceived drawbacks were identified. These represent dynamic tensions surrounding its use in higher education, providing insight into the evolving methodological landscape of GenAI-related research. Research limitations/implications Findings are limited to interview-based studies from a defined time period and by the need to rigorously check GenAI contributions to the analysis process. The ambitious scope of the paper lead to a challenge in bringing together the two research strands while maintaining necessary detail and nuance of the findings. Despite this, the findings have significant potential encouraging international collaboration with students and researchers to develop an ethical methodological approach to GenAI use for literature reviews. Originality/value This study offers a unique meta-perspective on the place of GenAI in higher education, contrasting student experiences with the process of its use for academic research. It underscores the rapidly evolving nature of GenAI, highlighting the fundamental dynamic tensions of GenAI in higher education and research. It explores whether GenAI is augmenting the human role or eroding it all together.