Generative artificial intelligence in education: a literature review on critical aspects, possibilities, and challenges
Generative artificial intelligence in education: a literature review on critical aspects, possibilities, and challenges
DOI:
https://doi.org/10.51473/rcmos.v1i2.2025.1653Keywords:
Generative artificial intelligence. Education. Teacher training. Educational policies. Ethics in AI.Abstract
The expansion of Generative Artificial Intelligence (GAI) in the educational context has brought about significant changes in teaching, learning, and assessment processes. Recent advances in large-scale language models have broadened the use of technological resources aimed at personalizing teaching, generating immediate feedback, and optimizing teaching tasks. Conversely, its adoption raises ethical, pedagogical, and socio-technical risks related to authorship, academic integrity, algorithmic biases, data privacy, and digital inequalities. This literature review analyzed publications between 2018 and 2023 on the use of GAI in education, considering scientific articles, technical reports, and international guidelines. The research used recognized databases and minimum selection criteria to ensure the credibility of the evidence consulted. The results indicate that the pedagogical use of GAI has the potential to innovate teaching practices and support formative processes, provided it is accompanied by critical teacher mediation, transparent institutional policies, and adequate teacher training. It is concluded that the responsible incorporation of GIA depends less on the technology itself and more on building governance, an ethical culture, and professional teacher development that guide its pedagogical use.
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