(1) Background: The development of generative artificial intelligence (GAI) is transforming higher education. This systematic literature review synthesizes recent empirical studies on the use of GAI, focusing on its impact on teaching, learning, and institutional practices. (2) Methods: Following PRISMA guidelines, a comprehensive search strategy was employed to locate scientific articles on GAI in higher education published by Scopus and Web of Science between January 2023 and January 2024. (3) Results: The search identified 102 articles, with 37 meeting the inclusion criteria. These studies were grouped into three themes: the application of GAI technologies, stakeholder acceptance and perceptions, and specific use situations. (4) Discussion: Key findings include GAI’s versatility and potential use, student acceptance, and educational enhancement. However, challenges such as assessment practices, institutional strategies, and risks to academic integrity were also noted. (5) Conclusions: The findings help identify potential directions for future research, including assessment integrity and pedagogical strategies, ethical considerations and policy development, the impact on teaching and learning processes, the perceptions of students and instructors, technological advancements, and the preparation of future skills and workforce readiness. The study has certain limitations, particularly due to the short time frame and the search criteria, which might have varied if conducted by different researchers.

One of the leading national and international objectives is to achieve more egalitarian societies. Avoiding gender or digital gaps are priorities generally assumed as concerns of governments and international organizations. This paper evaluates the digital gender divide in its three stages: access, use and results, relating it to gender and salary gaps in the context of the European Union. Cluster analysis was conducted to classify the countries according to their gender digital divide. The influence of age and studies level of males and females was revised. Based on the OECD and EUROSTAT data, an empirical analysis was conducted. By comparison of means, the significant variables influencing the gender digital divide were identified, probing that the educational level significantly influences it, especially in what refers to the third stage. Finally, through a regression analysis, it was proved that the influence of the insecurity and the gender wage gap goes beyond the women and affects society.

Social networks have become a significant part of people’s daily lives, particularly in the purchasing process. In this context, digital influencers have played an essential role in shaping consumers’ opinions. In this sense, studying the role of social networks and influencers in the online product purchase decision process was considered pertinent. We selected two technology adoption models to fulfill this purpose: the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). We conducted an exploratory study using a quantitative approach, with data being collected through a questionnaire distributed online. The statistical analysis of the empirical model employed a partial least squares structural equation modeling (PLS-SEM) technique. Analyzing the 135 responses allowed us to conclude that social networks are relevant in consumers’ purchase decision process. This research highlights the importance of the credibility of influencers, emotional connections with audiences, and the dynamics of the media in shaping consumer behavior. It highlights the strong influence of digital influencers on purchasing decisions and makes a methodological contribution with a rigorous empirical model. This study also suggests avenues for future research in order to deepen the understanding of influencer and social media marketing strategies.

(1) Background: The development of generative artificial intelligence (GAI) is transforming higher education. This systematic literature review synthesizes recent empirical studies on the use of GAI, focusing on its impact on teaching, learning, and institutional practices. (2) Methods: Following PRISMA guidelines, a comprehensive search strategy was employed to locate scientific articles on GAI in higher education, published by Scopus and Web of Science between January 2023 and January 2024. (3) Results: The search identified 102 articles, with 37 meeting the inclusion criteria. These studies were grouped into three themes: the application of GAI technologies, stakeholder acceptance and perceptions, and specific use situations. (4) Discussion: Key findings include GAI’s versatility and potential use, student acceptance, and educational enhancement. However, chal-lenges such as assessment practices, institutional strategies, and risks to academic integrity were also noted. (5) Conclusions: The findings help identify potential directions for future research, including assessment integrity and pedagogical strategies, ethical considerations and policy development, the impact on teaching and learning processes, perceptions of students and instructors, technological advancements, and the preparation of future skills and workforce readiness. The study has certain limitations, particularly due to the short time frame and the search criteria, which might have varied if conducted by different researchers.