Segooa M.A.1, Modiba F.S.2, Motjolopane I.3
| 1 Tshwane University of Technology, South Africa 2 Nelson Mandela University, South Africa 3 University of Witwatersrand, South Africa |
Abstract
Background and Aim of Study: Postgraduate studies in African countries face low completion rates due to capacity issues, hindering knowledge creation and innovation.
The aim of the study: to map the steps involved in conducting a systematic literature review in Information Systems (IS) research to the identified review types, thereby providing a framework based on Generative Artificial Intelligence (AI)-based design science artefact for researchers and educators in the field IS for postgraduate teaching and learning.
Material and Methods: A systematic literature review was conducted to identify the review types in IS research following Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. The Association of Information Systems (AIS) database was used to identify relevant articles. The initial filter produced 2775 results. When focusing only on journal articles, the record produced 221 results, resulting in five papers qualifying for inclusion in the study. These papers were augmented to eight articles using one journal article and two conference papers identified through snowballing.
Results: The results indicate that there are few publications within the AIS database on the tools used to support systematic literature review processes. However, those that exist do not reflect the type of review used. Additionally, tools that were used to support systematic literature review were those assisting with data extraction. Thus, frameworks may be needed to conduct a methodical review on various review types to ensure rigour and transparency in the findings of the reviews.
Conclusions: This paper proposes a framework to guide the design of tools that can holistically support systematic literature review processes, making these reviews more accurate and less tedious. Such artefacts, especially using Generative AI tools, could potentially support postgraduate students in conducting rigorous reviews, improving completion rates and promoting knowledge creation and innovation in African countries.
Keywords
systematic literature review, postgraduate studies, information systems, design science, teaching and learning, review types, Generative-AI, higher education
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Segooa Mmatshuene Anna (Corresponding Author) – https://orcid.org/0000-0002-4190-8256;
Modiba Florah Sewela – https://orcid.org/0000-0001-6905-067X; Doctor of Literature and Philosophy in Development Studies, Senior Lecturer, Department of Development Studies, Nelson Mandela University, Gqeberha, South Africa
Motjolopane Ignitia – https://orcid.org/0000-0001-9047-6720; Doctor of Philosophy in Information Systems, Associate Professor, Digital Business Wits Business School, University of Witwatersrand, Johannesburg, South Africa.
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APA
Segooa, M. A., Modiba, F. S., & Motjolopane, I. (2025). Integrating generative artificial intelligence into higher education: A framework for different types of reviews. International Journal of Science Annals, 8(1), 1–11. https://doi.org/10.26697/ijsa.2025.1.2
Harvard
Segooa, M. A., Modiba, F. S., & Motjolopane, I. "Integrating generative artificial intelligence into higher education: A framework for different types of reviews." International Journal of Science Annals, [online] 8(1), pp. 1–11. viewed 30 June 2025, https://culturehealth.org/ijsa_archive/ijsa.2025.1.1.pdfVancouver
Segooa M. A., Modiba F. S., & Motjolopane I. Integrating generative artificial intelligence into higher education: A framework for different types of reviews. International Journal of Science Annals [Internet]. 2025 [cited 30 June 2025]; 8(1): 1–11. Available from: https://culturehealth.org/ijsa_archive/ijsa.2025.1.2.pdf https://doi.org/10.26697/ijsa.2025.1.2
