Human-Centered Artificial Intelligence in Higher Education: A Framework for Systematic Literature Reviews

Le Dinh, T., Duc Le, T., Uwizeyemungu, S. et Pelletier, C. (2025). Human-Centered Artificial Intelligence in Higher Education: A Framework for Systematic Literature Reviews. Information, 16 (3). p. 240. ISSN 2078-2489 DOI 10.3390/info16030240

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Résumé

Human-centered approaches are vital to manage the rapid growth of artificial intelligence (AI) in higher education, where AI-driven applications can reshape teaching, research, and student engagement. This study presents the Human-Centered AI for Systematic Literature Reviews (HCAI-SLR) framework to guide educators and researchers in integrating AI tools effectively. The methodology combines AI augmentation with human oversight and ethical checkpoints at each review stage to balance automation and expertise. An illustrative example and experiments demonstrate how AI supports tasks such as searching, screening, extracting, and synthesizing large volumes of literature that lead to measurable gains in efficiency and comprehensiveness. Results show that HCAI-driven processes can reduce time costs while preserving rigor, transparency, and user control. By embedding human values through constant oversight, trust in AI-generated findings is bolstered and potential biases are mitigated. Overall, the framework promotes ethical, transparent, and robust approaches to AI integration in higher education without compromising academic standards. Future work will refine its adaptability across various research contexts and further validate its impact on scholarly practices.

Type de document:	Article
Mots-clés libres:	Human-centered AI Systematic literature review AI-driven education Ethical AI AI augmentation
Date de dépôt:	25 juin 2025 13:37
Dernière modification:	25 juin 2025 13:37
Version du document déposé:	Version officielle de l'éditeur
URI:	https://depot-e.uqtr.ca/id/eprint/12009

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