This article systematically reviews the current scholarly landscape regarding the use of ChatGPT in higher education. The review, conducted between 2022 and 2024, adheres to PRISMA guidelines and evaluates 28 out of 1740 initial articles based on predefined inclusion and exclusion criteria. The analysis reveals a global contribution predominantly from Asia, with a prevalence of quantitative research approaches. The review highlights the positive impact of ChatGPT on student learning and time management but notes a significant gap in rigorous experimental research. It also emphasizes the need for ethical considerations and the adaptation of teaching methodologies to effectively incorporate AI technologies like ChatGPT. The article concludes with recommendations for future research to address identified gaps and optimize the educational use of generative AI technologies.This article systematically reviews the current scholarly landscape regarding the use of ChatGPT in higher education. The review, conducted between 2022 and 2024, adheres to PRISMA guidelines and evaluates 28 out of 1740 initial articles based on predefined inclusion and exclusion criteria. The analysis reveals a global contribution predominantly from Asia, with a prevalence of quantitative research approaches. The review highlights the positive impact of ChatGPT on student learning and time management but notes a significant gap in rigorous experimental research. It also emphasizes the need for ethical considerations and the adaptation of teaching methodologies to effectively incorporate AI technologies like ChatGPT. The article concludes with recommendations for future research to address identified gaps and optimize the educational use of generative AI technologies.