Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024)

Abstract

This systematic review explores how generative artificial intelligence (GenAI) technologies have been employed within pedagogical practices from 2022 to 2024, uncovering specific applications, benefits and challenges. This review draws on 28 empirical studies from top high-impact factor journals indexed in the Web of Science under ‘Education & Educational Research’ and ‘Education, Special’ (Journal Citation Reports). The analysis reveals that GenAI could improve instructional efficiency by providing prompt feedback and personalized learning materials, enhancing learners’ engagement and motivation, catalyzing idea generation and developing essential generic skills such as critical thinking and problem-solving. However, key challenges arise concerning potential inaccuracies, bias, threats to academic integrity and questions regarding GenAI’s overall efficacy in teaching and learning. This study suggests that teachers should wisely employ GenAI as a supplementary device, optimizing its advantages and addressing its drawbacks. This shows how important it is for teachers to keep learning and how important it is to look into the long-term effects, untapped uses and compatibility of GenAI with the Sustainable Development Goals, especially when trying to improve education.

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