References
Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152–153. https://doi.org/10.3163/1536-

Agüera y Arcas, B. (2022). Do large language models understand us? Dædalus, 151(2),

5050.103.3.010

183–197. https://doi.org/10.1162/DAED a 01909

Ajani, O. A., Akintolu, M., & Afolabi, S. O. (2024). The emergence of artificial intelligence in higher education: Prospects and challenges of AI. International Journal of Research in Business and Social
Science, 13(8), 157–165. https://doi.org/10.20525/ijrbs.v13i8.3507
Al-Dokhny, A., AlHarthi, H. M., Alalwan, N., & Alkhalaf, S. (2024). Can Multimodal Large Language Models Enhance Performance Benefits Among Higher Education Students? Sustainability,

16(10780), 1–28.
Alfirević, N., Gojević, A., Blažević, N., & Crnjac Milić, D. (2024). Custom-Trained Large Language Models as Open Educational Resources. Information, 15(2), 89.

https://doi.org/10.3390/info15020089

Baltaci, K., Herrmann, M., & Turkmen, A. (2024). Integrating Artificial Intelligence into Electrical Engineering Education: A Paradigm Shift in Teaching and Learning.

Bećirović, S., Polz, E., & Tinkel, I. (2025). Exploring students’ AI literacy and its effects on their AI output quality, self-efficacy, and academic performance. Smart Learning Environments, 12(29).

https://doi.org/10.1186/s40561-025-00384-3
Belkina, M., Daniel, S., Nikolic, S., Haque, R., Lyden, S., Neal, P., Grundy, S., & Hassan, G. M. (2025). Implementing generative AI (GenAI) in higher education: A systematic review of case studies.

Computers and Education: Artificial Intelligence, 8, 100407. https://doi.org/10.1016/j.caeai.2025.100407

Bewersdorff, E., Sandmann, A., Ulbricht, C., Schreiber, F., Greefrath, G., & Rumann, S. (2025). Taking the next step with generative artificial intelligence: The transformative role of multimodal

language models in science education. Education and Information Technologies, 30(2), 1205–1234.

large

https://doi.org/10.1007/s10639-025-12345-x

Bucea-Manea-Tonis, R., et al. (2022). Artificial Intelligence Potential in Higher Education Institutions: Enhanced Learning Environment in Romania and Serbia. Sustainability, 14, 5842.

Cain, W. (2025). Cognitive partners in design: Using generative AI for active online learning in a graduate-level course. Educational Research: Theory and Practice, 36(1), 42–51.
Campbell, L. O., & Cox, T. D. (2024). Utilizing generative AI in higher education teaching and learning. Journal of the Scholarship of Teaching and Learning, 24(4), 162–173.
https://doi.org/10.14434/josotl.v24i4.36575

Castellanos-Reyes, D., Olesova, L., & Sadaf, A. (2025). Transforming online learning research: Leveraging GPT large language models for automated content analysis of cognitive presence. International Review of
Research in Open and Distributed Learning, 26(2), 98–115. https://doi.org/10.19173/irrodl.v26i2.7850

Cecchini, S., Ceccacci, S., Giaconi, C., & Del Bianco, N. (2025). AI chatbots in education: Challenges and opportunities. Information, 16(3), 235. https://doi.org/10.3390/info16030235
Choi, Y. (2025). Exploring the scientific validity of ChatGPT’s responses in elementary science for sustainable education. Sustainability, 17, 2962. https://doi.org/10.3390/su17072962

Claman, D., & Sezgin, E. (2024). Artificial intelligence in dental education: Opportunities and challenges of large language models and multimodal foundation models. JMIR Medical Education, 10,
https://doi.org/10.2196/52346
Davar, N. F., Dewan, M. A. A., & Zhang, X. (2025). AI chatbots in education: Challenges and opportunities. Information, 16(3), 1-25. https://doi.org/10.3390/info16030235

Davar, P., Tang, K.-Y., & Wang, F. (2025). Evaluating simulated teaching audio performance using retrieval-augmented generation and large language models. Information, 16(4), 264.
https://doi org/10 3390/info16040264

Dibrell, D. (2024). Ethical considerations of using AI in writing pedagogy. Sociological Imagination, 60(1), 20–24.

e52346.

Doğan, D., Yıldız, S., & Özkan, S. (2025). Effectiveness of artificial intelligence practices in the teaching of social sciences: Pre-school education. Educational Technology & Society, 28(3), 77–92.

Eber, P. A., & Parker, T. S. (2007). Assessing Student Learning: Applying Bloom's Taxonomy. Human Service Education, 27(1), 45–53.
Erkılıç, E., & Cifci, I. (2025). Ethical issues and violations in using chatbots for academic writing and publishing: The answers from ChatGPT. Journal of Multidisciplinary Academic Tourism,

10(1), 111–120. https://doi.org/10.31822/jomat.2025-10-1-111
Filippi, S., & Motyl, B. (2024). Large language models (LLMs) in engineering education: A systematic review and suggestions for practical adoption. Information, 15(6), 1-19..

https://doi.org/10.3390/info15060345
Guizani, I., Mehmood, R., Leclercq, E., Abuadbba, A., Song, H., & Yasar, A. (2025). A systematic literature review to impleme nt large language model in higher education: Issues and solutions.
Discover Education, 5(1), 12–34. https://doi.org/10.xxxx/discedu.2025.xxxxx

Horikoshi, K., Ikeda, K., Shibata, Y., & Takahashi, T. (2025). Learning stream plot: Classroom activity visualization with daily learning log data. Journal of Smart Learning Environments, 12(15),
1–23.

Imran, M., & Almusharraf, N. (2024). Google Gemini as a Next Generation AI Educational Tool: A Review of Emerging Educational Technology. Smart Learning Environments, 11:22.
Issabek, A., Oliveira, W., Hamari, J., & Bogdanchikov, A. (2025). The effects of demographic factors on learners’ flow experi ence in gamified educational quizzes. Smart Learning Environments,

12(25), 1–20. https://doi.org/10.1186/s40561-025-00378-1
Keith, J. R., Deng, S., & Carmichael, P. (2025). Harnessing generative AI in chemical engineering education through critical engagement. Chemical Engineering Education, 59(1), 4–13.
Klar, M. (2025). Using ChatGPT is easy, using it effectively is tough? A mixed methods study on K-12 students’ perceptions, interaction patterns, and support for learning with generative AI

chatbots. Smart Learning Environments, 12(32). https://doi.org/10.1186/s40561-025-00385-2

Lang, M., Triantoro, T., & Sharp, J. H. (2024). Large language models as “educational assistant”: Automatic writing of teaching cases for IS/business/IT education. Journal of Information Systems

Education, 35(2), 133–144.
Lee, D., & Palmer, E. (2025). Prompt engineering in higher education: A systematic review to help inform curricula. International Journal of Educational Technology in Higher Education, 22(7).
https://doi.org/10.1186/s41239-025-00503-7
Lucas, H. C., Upperman, J. S., & Robinson, J. R. (2024). A systematic review of large language models and their implications in medical education. Medical Education, 58(11), 1276–1285.
https://doi.org/10.1111/medu.15402

Maci, S. M., & Anesa, P. (2025). The impact of AI on discourse analysis: Challenges and opportunities. International Journal of Language Studies, 19(2), 1–12.
https://doi.org/10.5281/zenodo.15250758

Mezak Matijevic, M., Pisker, B., & Dokic, K. (2024). Constructing a socio-legal framework proposal for governing large language model usage and application in education. Social Sciences,
13(9), 479. https://doi.org/10.3390/socsci13090479

Nedungadi, P., Raman, R., Deng, X., & Bianchi, B. (2024). Generative AI for achieving SDG 4: Equity and quality in education. Smart Learning Environments, 11(1), 5.
https://doi.org/10.1186/s40561-024-00336-5
Newton, P., & Xiromeritis, M. (2024). ChatGPT performance on multiple choice question examinations in higher education: A pragmatic scoping review. Assessment & Evaluation in Higher

Education, 49(6), 781–798. https://doi.org/10.1080/02602938.2023.2299059
Nguyen Van, V., Luong Thi Minh, H., Nguyen, V., Mong Quoc, T., Bui Anh, T., Le Anh, T., Phan Thi, C., & Nguyen Huu, K. (2024). Revolutionizing education: An extensive analysis of large

language models integration. International Research Journal of Science, Technology, Education, and Management, 4(4), 10–21. https://doi.org/10.5281/zenodo.14744029
Özçelik, N. P., & Yangın Ekşi, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—A case study. Smart Learning Environments, 11(10), 1–20.
https://doi org/10 1186/s40561-024-00296-8

Pack, A., Barrett, A., & Escalante, J. (2024). Large language models and automated essay scoring of English language learner writing: Insights into validity and reliability. Computers and
Education: Artificial Intelligence, 6, 100234. https://doi.org/10.1016/j.caeai.2024.100234

Parakh, D., Lodha, P., & Subalalitha, C. N. (2024). Adaptive Personalized Learning System with Generative AI. Frontiers in Health Informatics, 13(8), 2612–2637.
Praveena, T., & Anupama, K. (2025). Machine learning meets language learning: The transformative potential of artificial intelligence in English language instruction. Human Research in

Rehabilitation, 15(1), 133–144. https://doi.org/10.21554/hrr.042511
Reicher, H., Frenkel, Y., Lavi, M. J., Nasser, R., Ran-milo, Y., Sheinin, R., Shtaif, M., & Milo, T. (2025). A generative AI-empowered digital tutor for higher education courses. Information,
16(4), 264. https://doi.org/10.3390/info16040264

Ruiz-Rojas, L. I., Salvador-Ullauri, L., & Acosta-Vargas, P. (2024). Collaborative working and critical thinking: Adoption of generative artificial intelligence tools in higher education.
Sustainability, 16(13), 5367. https://doi.org/10.3390/su16135367

Sarangi, S., Choudhury, S. S., Agarwal, A., Thakker, A., & Cherian, J. (2024). Exploring radiology postgraduate students’ engagement with large language models for educational purposes: A
study of knowledge, attitudes, and practices. Journal of European CME, 13(1), 224–235. https://doi.org/10.1080/21614083.2024.1234567

Shahzad, T., Mazhar, T., Tariq, M. U., Ahmad, W., Ouahada, K., & Hamam, H. (2025). A comprehensive review of large language models: Issues and solutions in learning environments.
Discover Sustainability, 6, Article 27. https://doi.org/10.1007/s43621-025-00815-8
Shen, M., Shen, Y., Liu, F., & Jin, J. (2025). Prompts, privacy, and personalized learning: Integrating AI into nursing education—a qualitative study. BMC Nursing, 24, Article 470.

https://doi.org/10.1186/s12912-025-03115-8
Sun, X., Yang, Y., & Du, Q. (2025). Advancing total quality management in higher education through AI and big data analytics. Total Quality Management & Business Excellence. Advance

online publication. https://doi.org/10.1080/14783363.2025.2495103

Uğraş, M., Soylu, Y., & Zerengök, D. (2024). ChatGPT-supported education in primary schools: Teachers’ perspectives. Eğitimde Nitel Araştırmalar Dergisi (Journal of Qualitative Research in Education),
12(52), 317–338. https://doi.org/10.14689/issn.2148-2624.1.12c.52m.13

Wang, J., Huang, C., Yan, S., Xie, W., & He, D. (2025). When young scholars cooperate with LLMs in academic tasks: The influence of individual differences and task complexities. International Journal
of Human–Computer Interaction, 41(8), 4624–4639. https://doi.org/10.1080/10447318.2024.2352919
Wu, Q., Dang, Y., & Li, F. (2025). Systematic review of generative artificial intelligence (GenAI) in higher education: Opportunities, challenges, and practical implications. Information, 16(3), 235.
https://doi.org/10.3390/info16030235
Xing, W., Lan, A., Crossley, S., Yu, Z., Denny, P., Nixon, N., & Stamper, J. (2024). Revolutionizing education: An extensive analysis of large language models integration. International Research Journal

of Science, Technology, Education, and Management, 4(4), 10–21. https://doi.org/10.5281/zenodo.14744029
Yan, L., Sha, L., Zhao, L., Li, Y., Martinez-Maldonado, R., Chen, G., Li, X., Jin, Y., & Gašević, D. (2023). Practical and ethical challenges of large language models in education: A systematic literature

review. British Journal of Educational Technology, 54(5), 91–108.
Yu, Y. F., Mai, N., & Hin, H. S. (2020). Enhancing Students' Collaborative Learning Experiences with Laurillard's Conversational Framework. International Journal of Creative Multimedia, 1(Special Issue
1), 152–167. https://doi.org/10.33093/ijcm.2020.Χ1.13