This article analyzes the pedagogical potential of artificial intelligence technologies in developing digital competencies in higher education students, focusing on the contradiction between the rapid adoption of AI in educational practice and the lack of a systematic understanding of its impact on the structure of digital literacy. The study's methodological basis is a systematic literature review according to the PRISMA 2020 protocol using Scopus data from 2010 to 2025. Using six targeted search combinations, a bibliometric analysis was conducted, covering publication dynamics, document typology, and the maturity of research areas. After screening and thematic classification, 28 articles from journals ranked Q1-Q4 were analyzed.

The results revealed five key thematic clusters: conceptualization and measurement of students' AI/digital literacy; teacher competencies and institutional conditions for AI use; the impact of generative AI and chatbots on the development of digital skills; the use of learning analytics to support self-regulation and data management; strategic and methodological reviews of AI integration in higher education. Bibliometric data show exponential growth in research on generative AI and a steady expansion of work on digital skills. Analysis has shown that AI can enhance the development of digital competencies only in the presence of thoughtful pedagogical design, developed AI competencies of teachers, and ethically sound institutional frameworks.

The scientific novelty of the study lies in the formation of an analytical framework that describes AI as a multi-level pedagogical factor influencing the structure of students' digital competencies and revealing prospects for further research, including analysis of long-term effects, the context of developing countries, and the integration of AI into university digital transformation strategies.