Authors : Niteegya Bhushan

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/mej47vba

Scribd : https://tinyurl.com/2hyrwfbz

DOI : https://doi.org/10.38124/ijisrt/26apr209

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The expeditious evolution of generative artificial intelligence (GenAI) is fundamentally reshaping pedagogy, learning settings, and academic practices within higher education. Despite a proliferation of literature on GenAI in education, the field remains fragmented across technological, pedagogical, and psychological domains. This review synthesizes recent literature (2020–2025), focusing on GenAI's role in supporting academic achievement via AI-mediated digital practices. The analysis specifically examines how key psychological mediators including motivation, cognitive engagement, self-regulated learning, and emotional engagement interact with GenAI use. Furthermore, the paper addresses critical ethical and governance challenges related to GenAI adoption, such as algorithmic bias, academic integrity, data governance, and student privacy. Based on this synthesis, a conceptual framework is proposed to explain how GenAI can effectively promote academic achievement when integrated within ethically responsible and pedagogically sound educational environments.

Keywords : Generative Artificial Intelligence; Academic Achievement; Higher Education; Educational Technology; Student Engagement.

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