## 3 Results
\begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**No.** & **Author** & **Reference** & **Year** & **DOI** & **Risk** & **Citations** \\ \hline
10. & [PERSON]- & [37] & 2023 & 10.3916/C77-2023-04 & Low & 40 \\  & [PERSON] et al. & & & & \\
11. & [PERSON] \& [38] & 2025 & 10.32674/ptf9 yd75 & Moderate & 4 \\  & [PERSON] & [39] & 2024 & 10.15858/engeta.79.3.202409.123 & Moderate & 1 \\
12. & [PERSON] & [39] & 2024 & 10.1016/j.caeai.2024.100324 & Moderate & 3 \\
13. & [PERSON] et al. & [40] & 2024 & 10.1080/14703297.2024.2427039 & Low & 2 \\
14. & [PERSON] & [41] & 2024 & 10.1080/14703297.2024.2427039 & Low & 2 \\
15. & [PERSON] \& [42] & 2023 & 10.18178/ijiet.2023.13.9.1939 & Low & 30 \\
16. & [PERSON] et al. & [43] & 2024 & 10.3390/educsci14101062 & Low & 6 \\
17. & [PERSON] & [44] & 2023 & 10.13366/j.dik.2023.05.097 & Low & 8 \\
18. & [PERSON] et al. & [45] & 2024 & 10.53761/7 egat807 & Low & 5 \\
19. & [PERSON] et al. & [46] & 2024 & 10.1007/s10805-024-09543-6 & Low & 3 \\
20. & [PERSON] & [47] & 2024 & 10.1080/03323315.2023.2284901 & Low & 10 \\
21. & [PERSON] et al. & [48] & 2025 & 10.1007/978-3-031-78255-8_21 & Moderate & 0 \\
22. & [PERSON] \& [PERSON] & [49] & 2024 & 10.1007/s44217-024-00122-w & Low & 8 \\
23. & [PERSON] & [50] & 2024 & 10.22521/edupij.2024.133.2 & Moderate & 3 \\
24. & [PERSON] et al. & [51] & 2024 & 10.1177/14782103241287401 & Low & 6 \\
25. & [PERSON] et al. & [52] & 2024 & 10.1155/2024/3085910 & Low & 26 \\
26. & [PERSON] et al. & [53] & 2024 & 10.1016/j.techsoc.2024.102655 & Low & 9 \\
27. & [PERSON] et al. & [54] & 2024 & 10.3390/su16135367 & Low & 29 \\
28. & [PERSON] et al. & [55] & 2024 & 10.1007/s44217-024-00126-6 & Low & 15 \\
29. & [PERSON] & [56] & 2024 & 10.33902/JPR.202426525 & Low & 7 \\
30. & [PERSON] et al. & [57] & 2024 & 10.1007/s10639-024-12949-9 & Low & 27 \\
31. & [PERSON] \& [PERSON] & [58] & 2024 & 10.34190/ejel.21.53329 & Low & 19 \\
32. [PERSON] & [59] & 2024 & 10.55593/ej.28109a8 & Low & 10 \\
33. & [PERSON] et al. & [60] & 2024 & 10.1080/10447318.2024.2383033 & Low & 56 \\
34. & [PERSON] et al. & [61] & 2024 & 10.1371/journal.pone.0295646 & Low & 19 \\
35. & [PERSON] et al. & [62] & 2024 & 10.1186/s41239-024-00453-6 & Low & 99 \\ \hline \hline \end{tabular}  
* Note: The last cut-off date for the citation review was 2 June 2025.  
\end{table} 
Table 4: _Cont._ \begin{table}
\begin{tabular}{l l} \hline \hline
**Transversal Competencies** & **Key Findings/Evidence** & **Reference(s)** \\ \hline Academic Integrity & Emphasis on responsible use of AI and policies to prevent misconduct & [28, 42] \\ Critical Thinking & GenAI improves critical, reflective, creative, and computational thinking. & [44, 50, 54] \\ Innovation & GenAI adoption is linked to innovation attributes and positive perceptions. & [29, 48] \\ Ethics & Ethics as a mediating factor in AI’s educational use and student performance & [24, 36, 41, 53, 56] \\ Creativity & GenAI supports idea generation, creative writing, and verbal creativity & [33, 37, 41, 53] \\ Flexibility & Use of GenAI linked to flexible learning strategies and adaptation & [32, 33, 51] \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Transversal competencies addressed in the reviewed studies on Generative AI in higher education. The study on generative artificial intelligence in higher education underscores the significance of transversal competencies--skills that are essential across diverse academic and professional settings. These encompass critical thinking, communication, teamwork, leadership, ethics, and creativity, along with more specialized areas such as digital literacy and AI ethics. Particularly noteworthy are competencies like academic integrity, innovation, and communication, which highlight the importance of a responsible, ethical, and reflective approach to the integration of AI in educational contexts (see Figure 2).