ChatGPT as a Scaffold for Strategic Academic Reading in Tertiary Education: A Bibliometric Study

Abstract

The rapid integration of generative artificial intelligence, particularly ChatGPT, into higher education has sparked growing scholarly interest in its potential to support strategic academic reading and critical engagement with complex texts. While empirical studies on AI-assisted learning are increasing, the intellectual structure, research trends, and collaborative patterns surrounding ChatGPT as a scaffold for academic reading in tertiary education remain fragmented. Addressing this gap, the present study conducts a bibliometric analysis to systematically map the development, thematic focus, and global distribution of research in this emerging field. Using an advanced search strategy in the Scopus database, a total of 196 English-language journal articles published between 2021 and 2025 within the Social Sciences and Arts and Humanities were retrieved. Data were cleaned and harmonized using OpenRefine to ensure consistency, followed by statistical and graphical analysis through the Scopus Analyzer. VOSviewer software was then employed to visualize publication trends, citation impact, keyword co-occurrence, and international collaboration networks. The results reveal a marked growth in publications after 2022, reflecting heightened academic attention following the widespread adoption of ChatGPT in educational contexts. Citation analysis indicates that highly influential studies remain grounded in reading strategies, metacognition, and reading comprehension, while AI-related research is increasingly integrated into these pedagogical frameworks. Keyword co-occurrence mapping highlights stable learner-centered themes alongside emerging interests in technology-supported and inclusive reading practices. Geographically, research output is globally distributed but concentrated in a small number of leading countries, with collaboration networks showing moderate but uneven international connectivity. Overall, this bibliometric study positions ChatGPT not as a standalone innovation, but as an evolving pedagogical scaffold embedded within established research on strategic academic reading, offering insights for researchers, educators, and policymakers seeking to guide ethical and effective AI integration in tertiary education.