THE INFLUENCE OF CHATGPT USE ON SELF-DIRECTED LEARNING AMONG UNIVERSITY STUDENTS: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.35631/IJEPC.1164029Keywords:
Artificial Intelligence, ChatGPT, Higher Education, Self-Directed Learning, Self-Regulated Learning, Systematic Literature ReviewAbstract
This systematic literature review examines how ChatGPT use is associated with self-directed learning among university students. It focuses on the purposes and patterns of use, the ways self-directed learning is defined and measured, and the positive outcomes, risks and limitations reported in previous studies. Searches were conducted in Scopus, Web of Science, ERIC and Google Scholar for publications dated from January 2020 to April 2025. The selection process followed PRISMA 2020 procedures. From 847 initially identified records, 15 studies met the eligibility and quality requirements. Data were extracted using a standardised form and analysed through thematic synthesis. Students used ChatGPT for learning-plan development, resource identification, explanation and feedback, language practice, academic writing, monitoring and reflection. Positive outcomes were more evident when tasks included prior reasoning, metacognitive prompts, collaborative activity or requirements to evaluate generated responses. Unguided use was associated with weak verification, cognitive offloading, over-reliance and reduced interaction with lecturers or peers. The review also found substantial variation in measurement. Few studies assessed self-directed learning directly, as most relied on self-regulated learning, metacognition, autonomy, motivation, engagement or academic performance. These outcomes are related to self-directed learning but do not provide equivalent evidence of its development. ChatGPT does not have a uniform effect on self-directed learning. Its contribution depends on task design, learner control, monitoring skills and the critical evaluation of generated information. Current evidence supports its use as a learning scaffold when students retain responsibility for planning, reasoning and evaluation. Evidence of sustained improvement in self-directed learning remains limited, indicating a need for longitudinal studies, direct measures and behavioural evidence of students’ learning processes.
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