The use of artificial intelligence in tutoring and teaching accompaniment: a systematic review in the school context
DOI:
https://doi.org/10.5281/zenodo.17118338Keywords:
tutoring, educational technology, artificial intelligenceAbstract
This systematic review examines the use of artificial intelligence (AI) in tutoring and teaching support in the school context, with the aim of identifying emerging trends, approaches, and challenges. The PRISMA protocol was applied, reviewing articles published between January 2023 and June 2025 in the Scopus, Web of Science, and SciELO databases. After applying the inclusion and exclusion criteria, 29 studies were analyzed. The results reveal five predominant themes: intelligent tutoring systems; teacher perceptions and training in AI; applications for personalizing support; ethical and pedagogical implications; and institutional policies and strategies. The findings highlight the potential of AI to personalize teaching-learning processes, optimize teacher management, and generate early warnings about academic difficulties. However, challenges remain related to critical teacher training, the technological divide, algorithmic transparency, and equity in access. Likewise, the effective integration of AI requires a systemic approach that articulates technological innovation and critical pedagogy, avoiding the dehumanization of tutoring. It is concluded that AI can strengthen teacher support if it is implemented with ethical criteria, cultural relevance, and inclusive public policies that guarantee its sustainability.
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