Abstract

BUSTAMANTE BULA, Robin  and  CAMACHO BONILLA, Aureliano. Artificial Intelligence in Schools: A Systematic Review (2019-2023). Enunciación [online]. 2024, vol.29, n.1, pp.62-82.  Epub Oct 10, 2024. ISSN 0122-6339.  https://doi.org/10.14483/22486798.22039.

Artificial intelligence (AI) has emerged as an innovative tool, with applications such as ChatGPT and Gemini, among others, that show great potential to transform education, adapting to existing digital platforms and revolutionizing teaching processes. This article aims to provide a complete and balanced view of the current landscape of AI in schools, for which a systematic review was carried out using the PRISMA methodology. This allowed finding 52 articles indexed in the Scopus database between 2019 and 2023, which addressed the topic of AI in schools. The results revealed four key thematic areas that highlight the impact of AI: 1) teaching processes; 2) pedagogy, curriculum, and teacher training; 3) educational management; and 4) ethical implications. It was concluded that this technology has great potential to transform education through innovative tools aimed at improving the quality of learning, optimizing educational management, and addressing challenges such as the personalization of teaching and performance assessment. However, its implementation must be meticulously planned, framed in solid ethical principles, and accompanied by an adequate teacher training process that ensures its responsible and effective use in the field of education. This is why the permanent collaboration of teachers, education professionals, researchers, and policy makers is required, in order to leverage the opportunities offered by AI and work together to build an educational future that is of higher quality and more equitable and inclusive.

Keywords : artificial intelligence; teacher training; pedagogy; ethics; educational management..

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