Identifying Key Competencies for Education PhD Students with Generative AI Integration: A Scoping Review

Generative Artificial Intelligence (GenAI) is a transformative technology in higher education, bringing challenges and opportunities for the training of doctoral students in education. Despite its potential to enhance teaching and research, empirical literature on the subject is still scarce, highlighting the need for a comprehensive review. This study conducted a scoping review to identify the competencies necessary for the ethical and effective integration of GenAI in academic practices, as well as to highlight gaps and guide future research.

The methodology followed the PRISMA-SCR guidelines, combining bibliometric techniques and thematic analysis to integrate quantitative and qualitative perspectives. Tools such as Bibliometrix, Mendeley, and WebQDA were used to identify research trends and clusters. The PCC model (Participants, Concept, and Context) guided the analysis, focusing on doctoral students, competencies in GenAI, and its application in higher education. The data sources included the Scopus database and grey literature (UNESCO and European Commission reports), and studies outside the 2023–2024 period or irrelevant to the topic were excluded.

The results indicated three main categories of competencies: technical (AI literacy, pedagogical design), transversal (critical thinking, interdisciplinary collaboration), and ethical (data privacy, bias mitigation). Despite the potential of GenAI to transform academic practices, gaps persist, such as the lack of clear standards for competency development and the insufficient use of practical skills like computational thinking. The study also highlighted inequalities in access to GenAI technologies. The promotion of collaboration between institutions, policymakers, and technology providers can ensure inclusion and maximize benefits. However, the implementation must prioritize the preservation of human interaction and critical reflection, preparing doctoral students for ethical and technological challenges, while enriching pedagogical practices and promoting equity.