Exploring Studies on the Use of Artificial Intelligence in Education: A Meta-Synthesis Study

Abstract

This meta-synthesis study systematically examines recent research on the use of artificial intelligence (AI) in education, a field that has rapidly expanded in recent years. The primary aim is to evaluate the effects of AI, explore stakeholders’ perceptions and acceptance levels, and assess future trends. Master’s and doctoral theses published between 2018 and 2023 were identified through the Higher Education Council National Thesis Center (YÖKTEZ) and ProQuest databases. Following PRISMA guidelines, inclusion and exclusion criteria were applied, allowing only English or Turkish full-text theses or dissertations that used qualitative or mixed methods at the K-12 or higher education levels. Studies employing quantitative methods, focusing on non-educational domains, or lacking full-text access were excluded. Ultimately, 27 studies were selected. These were analyzed using the meta-synthesis process described by Polat and Ay (2016), and thematic findings were synthesized. Results indicate that AI enhances academic achievement, personalizes learning, and enriches instructional practices. Teachers and students generally express positive attitudes toward AI, though concerns remain about data privacy, security, and ethical issues. The findings also highlight challenges, such as insufficient technological infrastructure, limited institutional support, and the need for substantial budgets. The study concludes that strategic national policies are essential for effectively transitioning to AI-supported educational systems.

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