Pedagogical implications and emerging challenges of generative AI in basic education: A systematic review
DOI:
https://doi.org/10.5281/zenodo.20312286Keywords:
basic education, generative artificial intelligence, pedagogical implicationsAbstract
This study aimed to analyze the pedagogical implications and emerging challenges associated with the use of generative artificial intelligence in basic education through a systematic review of recent scientific literature. To this end, the PRISMA 2020 guidelines were adopted, complemented by the SPIDER framework, which allowed for a rigorous structuring of the search, selection, and analysis process. The search strategy was conducted in the Scopus database, using an advanced search equation based on Boolean operators and keywords related to generative artificial intelligence, basic education, and teaching and learning processes. After a filtering and screening process based on inclusion and exclusion criteria, 33 studies were selected for in-depth analysis. The results identified five thematic areas: impact on learning, use of generative artificial intelligence in the classroom, transformation of the teacher's role, student perception, and ethical implications and emerging challenges. Taken together, the findings demonstrated that these technologies have high potential for personalizing learning, improving feedback, and strengthening student participation. However, risks related to technological dependence, superficial learning, and the need to establish clear ethical frameworks were also identified. It is concluded that the integration of generative AI into basic education requires a balanced pedagogical approach that ensures its use as a support tool and promotes the development of critical thinking skills in students.
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