RECONCEPTUALIZING HUMAN-AI COLLABORATION IN LANGUAGE LEARNING: A PRISMA-BASED SYSTEMATIC REVIEW OF PEDAGOGICAL AND MANAGERIAL INTEGRATION IN HIGHER EDUCATION

Abstract

This study takes the misalignment across three dimensions of technology, pedagogy,
and management within the higher education language learning context as its core
entry point to re-examine the topic of human-AI collaboration. It adopts a systematic
literature review that complies with PRISMA standards, combined with the thematic
synthesis method, using 30 peer-reviewed articles published between 2020 and 2025
and indexed in Google Scholar, Scopus, and Web of Science as its research sample.
The review finds that to establish trust and enable responsible AI applications, ethical
challenges, including data privacy and algorithmic bias, must be resolved first. While
AI can improve learning outcomes and student engagement through adaptive
feedback and personalized learning pathways, it currently serves only an auxiliary
role, with insufficient empirical support to enable full collaborative interaction.
Integration at the pedagogical dimension is the core determinant of AI application
effectiveness, while integration at the management and institutional governance
dimensions remains an underexplored gap in the field. This study constructs an
integrated conceptual framework that connects human-AI collaboration, instructional
design, and governance structures, advancing theoretical understanding of the field
and providing practical support for building adaptive, ethical, and sustainable AIsupported learning environments.