The missing story of GenAI summarisers: a critical research agenda

Abstract

Generative AI (GenAI) summarisers, tools that provide concise summaries of digital texts, are increasingly marketed to higher education students as time-saving aids for engaging with complex academic materials. As their prevalence grows, so does their potential impact on students’ reading practices and learning outcomes. Through an exploratory literature review, we demonstrate a significant gap in scholarly discussion and empirical research examining the extent and effects of AI summariser use among students. We explore the marketed promises of AI summarisers, hypothesise about their likely use cases, and consider concerns surrounding their impact on students’ engagement with academic texts. Our analysis is grounded in contemporary higher education literature on digital reading practices, scaffolded learning, and the development of critical thinking skills. This paper informs policy and practice by proposing a critical research agenda that addresses key questions about the prevalence, impact, and implications of GenAI summarisers in higher education. By stimulating scholarly discussion on this emerging technology, we aim to provide a foundation for evidence-based recommendations on the responsible integration of AI summarisers in academic settings, relevant to an international audience of educators, researchers, and policymakers in higher education.