Integration of Generative Artificial Intelligence (GenAI) and Public Policy in Driving Continuing Education: A Systematic Literature Review in Higher Education

Annisa Vancelo; Alexander  Marcus

Authors

Annisa Vancelo Faculty of Education, University of Melbourne, Parkville, Victoria, AUSTRALIA
Alexander Marcus Faculty of Engineering and Information Technology, University of Melbourne, Parkville, Victoria, AUSTRALIA

Keywords:

Systematic literature review, Generative artificial intelligence, Public policy, Continuing education, Higher education

Abstract

This systematic literature review (SLR) presents an analysis of 214 scientific articles on the governance of generative artificial intelligence (GenAI) and the development of continuing education in academic institutions published between 2022 and 2026. The study uses a combined quantitative bibliometric approach using VOSviewer and in-depth qualitative analysis to examine research trends, themes, and evolutions in this field. The novelty of this study lies in the use of VOSviewer for education policy research and its integration with quantitative and qualitative methods for holistic interpretation. The findings show a very sharp increase in publications, peaking with an annual growth rate of 231.7%. Although the review period extends to 2026, the strong dominance of the literature reflects a non-declining academic interest, which underscores the urgency of ongoing AI ethics and literacy issues. Geographically, research is concentrated in developing countries that are actively adopting the technology, with Indonesia and Malaysia being the most studied countries. The cluster analysis reveals two main themes: the development of sustainable education, which links AI governance to global academic integrity goals, and the governance approach, which focuses on internal frameworks and mechanisms such as technology acceptance models (TAM) and decision-making. Digital transparency and literacy initiatives are central focus in the literature reviewed. The study contributes to the academic knowledge landscape and provides evidence-based strategic guidance for policymakers while identifying research gaps for future exploration.

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