Responsible Generative Artificial Intelligence for Sustainable Pedagogy Systems

A Conceptual Framework for the Global South

Abstract

This study examines the growth and intellectual structure of scholarly literature on responsible generative artificial intelligence (GAI) in pedagogy and proposes a context-sensitive conceptual framework for responsible GAI adoption in the Global South. Using bibliometric analysis and systematic review, the study analyzes publications published between 2022 and 2025 extracted from the Dimensions AI database. The bibliometric findings indicate a rapid expansion of the field, with an annual publication growth rate of 18.92%, reflecting increasing academic interest in GAI-enabled pedagogy. Medical education journals dominate the research landscape, with BMC Medical Education (22 articles; 227 citations) and JMIR Medical Education (13 articles; 355 citations) emerging as the most productive sources, while Scientific Reports exhibits the highest citation impact (8 articles; 628 citations). In terms of geographical contribution, the United States (40 articles), China (35 articles), and Australia (16 articles) lead in research output, whereas selected Global South countries, particularly the United Arab Emirates (497 citations), demonstrate high scholarly influence despite lower publication volume. Thematic analysis reveals a strong focus on artificial intelligence, generative AI, medical education, and language teaching, alongside emerging but underdeveloped themes related to ethics, governance, and sustainability. Insights from the systematic review identify ethical awareness, trust, institutional support, infrastructural readiness, and AI competence as key determinants shaping adoption. Accordingly, synthesizing these findings, the study advances an extended TAM that conceptualizes responsible GAI adoption within pedagogical systems of the Global South.