MAPPING RESEARCH TRENDS OF GENERATIVE ARTIFICIAL INTELLIGENCE IN EDUCATION AFTER CHATGPT: CONCEPTUAL STRUCTURE, EMERGING THEMES, AND FUTURE RESEARCH DIRECTIONS

Ahmad Yusronil Wafi, Juwinda Lusi Apriliani, Albrian Fiky Prakoso

Abstract


Purpose – This study aims to map trends in publications, knowledge structure, conceptual developments, and future research directions for GenAI in education.

Methodology – This study employed a bibliometric analysis of 260 Scopus-indexed articles published between 2023 and 2025. The articles were selected based on predetermined inclusion and exclusion criteria and analyzed using Biblioshiny, which is integrated with RStudio.

Findings – The research findings indicate a substantial increase in GenAI publications following the emergence of ChatGPT and large language models (LLMs). An analysis of research collaborations shows that these contributions are largely driven by developed countries with stronger digital infrastructure. In addition, the conceptual and intellectual mapping suggests an increasing orientation toward a more human-centered learning perspective that extends beyond the initial focus on technology exploration, emphasizing higher-order thinking skills (HOTS), critical thinking, and cognitive transformation. However, this study also highlights challenges related to AI dependency and cognitive offloading.

Contribution – This study contributes to the educational technology literature by providing a comprehensive overview of the development of GenAI research following the emergence of ChatGPT and explaining how it has evolved from technological exploration toward a human-centered learning perspective. These findings have implications for educators and educational institutions seeking to integrate GenAI by enhancing AI literacy, pedagogical readiness, and instructional design to maintain students’ active cognitive engagement.


Keywords


Generative Artificial Intelligence; Bibliometric Analysis; Higher Order Thinking Skills; Cognitive Offloading; Education

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References


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DOI: https://doi.org/10.36987/jes.v13i5.9789

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