Trends, Tensions, and Transformations: A Systematic Review of AI Integration in Education
DOI:
https://doi.org/10.5281/zenodo.22140430Keywords:
Artificial Intelligence in Education (AIEd); Personalized Learning; AI Ethics in Education; Teacher Professional Development; Student-AI Interaction; Educational Policy and AI; Equity and Access in AIEd; Systematic Literature ReviewAbstract
Artificial Intelligence (AI) is rapidly transforming global education systems, influencing pedagogy, assessment, and institutional operations. While existing studies have explored individual dimensions of Artificial Intelligence in Education (AIEd), few have provided an integrated synthesis across levels, regions, and disciplines. This systematic review analyzes 100 peer-reviewed studies published between 2021 and 2025, a period marked by the post-pandemic digital shift and the rise of generative AI. Using a structured methodology combining AI-assisted and manual searches, the review identifies eight major themes: personalized and adaptive learning powered by AI; student-AI collaboration and interaction models; ethical and responsible use of AI in education; educator roles and professional development in AIEd; AI as a new discipline and learning subject; national AI policies and the role of education; societal, political, and economic implications of AI in education; and paradigms and future directions of AIEd. Findings reveal that AI enhances personalization, real-time feedback, and scalability, but also introduces tensions concerning algorithmic bias, equity, teacher deskilling, and ethical oversight. The review highlights the urgent need for comprehensive teacher training, ethical regulatory frameworks, inclusive AI literacy, and interdisciplinary research. These findings provide critical insights for policymakers, researchers, and education leaders aiming to ensure that AI adoption supports human-centered, equitable, and pedagogically grounded innovation in education.
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