Datasets Comparison

The dataset was compiled through an integrative review, a methodology chosen for its ability to provide a holistic synthesis of diverse sources and methodologies to inform professional practice. It moves from the review question: How does the use of AI impact the development of digital citizenship among university professors? The central hypothesis of this research is that while Artificial Intelligence (AI) acts as a revolutionary catalyst in higher education, mere technical AI literacy is an insufficient condition for meaningful pedagogical transformation. The study posits that for university faculty to become effective models in an AI-mediated society, they must undergo an identity shift toward Digital Citizenship (DC). The research specifically explores how AI use impacts this developmental trajectory, moving from theoretical knowledge (episteme) to practical wisdom (phronesis).

- Source Identification: A systematic search was conducted between March and April 2025 across three primary databases: Web of Science, Scopus, and Eric. - Selection Process: Following the PRISMA method, an initial corpus of 651 records was screened, ultimately yielding a final selection of 25 peer-reviewed articles that specifically addressed AI in the context of faculty digital citizenship. - Analysis Tools: Qualitative data analysis was performed using thematic analysis and a hybrid deductive-inductive codebook. This codebook categorized data into three pillars: Digital Citizenship (DC), AI in Education (AIED), and Faculty Development (FD).

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Artificial Intelligence, Higher Education, Reflective Practice, Critical Thinking, Citizenship, Faculty

Creative Commons Attribution 4.0 International

The dataset was compiled through an integrative review, a methodology chosen for its ability to provide a holistic synthesis of diverse sources and methodologies to inform professional practice. It moves from the review question: How does the use of AI impact the development of digital citizenship among university professors? The central hypothesis of this research is that while Artificial Intelligence (AI) acts as a revolutionary catalyst in higher education, mere technical AI literacy is an insufficient condition for meaningful pedagogical transformation. The study posits that for university faculty to become effective models in an AI-mediated society, they must undergo an identity shift toward Digital Citizenship (DC). The research specifically explores how AI use impacts this developmental trajectory, moving from theoretical knowledge (episteme) to practical wisdom (phronesis).

- Source Identification: A systematic search was conducted between March and April 2025 across three primary databases: Web of Science, Scopus, and Eric. - Selection Process: Following the PRISMA method, an initial corpus of 651 records was screened, ultimately yielding a final selection of 25 peer-reviewed articles that specifically addressed AI in the context of faculty digital citizenship. - Analysis Tools: Qualitative data analysis was performed using thematic analysis and a hybrid deductive-inductive codebook. This codebook categorized data into three pillars: Digital Citizenship (DC), AI in Education (AIED), and Faculty Development (FD).

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Artificial Intelligence, Higher Education, Reflective Practice, Critical Thinking, Citizenship, Faculty

Creative Commons Attribution 4.0 International