Navigating Generative AI in Education: A Narrative Review of Teaching Practices and Ethical Challenges

Abstract

Generative Artificial Intelligence (GenAI) is rapidly reshaping higher education, prompting a fundamental reconsideration of how learning is designed, assessed, and ethically governed. This narrative review synthesizes studies published from 2022 to 2025 to examine how teaching practices and institutional policies are adapting to the widespread availability of GenAI tools. The analysis reveals a shift toward higher-order learning objectives, AI literacy, collaborative human–AI knowledge creation, and process-oriented assessment designed to maintain transparency and integrity. However, significant challenges persist, including ambiguity around authorship, inequities driven by differential access and algorithmic bias, and unresolved concerns regarding data privacy and ownership. By integrating pedagogical and ethical perspectives, this review advances current understanding by showing that responsible GenAI adoption requires coordinated transformation across curriculum design, assessment innovation, faculty development, and governance. The study concludes that human-centered, equity-focused policy frameworks are essential to ensure GenAI enhances educational quality while safeguarding academic values and social responsibility.

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