Educational Dimensions in the Age of Generative Artificial Intelligence: A Systematic Review for Policy Development
Resumo
The first generative artificial intelligence chatbot (ChatGPT) was launched in November 2022. Since then, generative AI has had a significant impact on the educational process, sparking intense debates about its benefits and drawbacks. This paper uses a systematic review methodology to synthesize evidence across multiple educational dimensions, including current research trends, data privacy, ethical concerns, equity challenges, classroom applications, and future directions for generative AI. The results are discussed inside a framework that primarily understands generative AI as a transformative learning technology, emphasizing the need for robust policies to ensure its ethical and effective integration into elementary education.Referências
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Ghebrehiwet, I., Zaki, N., Damseh, R., & Mohamad, M. S. (2024) “Revolutionizing personalized medicine with generative AI: a systematic review”, Artificial Intelligence Review, v. 57, n. 5, p. 1-41.
Han, A., Zhou, X., Cai, Z., Han, S., Ko, R., Corrigan, S., & Peppler, K. A. (2024) Teachers, Parents, and Students' perspectives on Integrating Generative AI into Elementary Literacy Education. Proceedings of the CHI Conference on Human Factors in Computing Systems, pp. 1-17.
Huang, C., & Yu, H. (2024) Technological Dialogue and Intelligent Generation: An Empirical Study of Primary Chinese Teachers Using Generative AI for Lesson Preparation. In Proceedings of the 2024 International Conference on Intelligent Education and Computer Technology, p. 606-611.
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Shi, Y., and Sun, L. (2024) “How Generative AI Is Transforming Journalism: Development, Application and Ethics”, Journalism and Media, v. 5, n. 2, p. 582-594.
Taiye, M., et al. (2024) Generative AI-Enhanced Academic Writing: A StakeholderCentric Approach for the Design and Development of CHAT4ISP-AI. Proceedings of the 39th ACM/SIGAPP Symposium on Applied Computing, p. 74-80.
Trayer, J. et al. (2022) Industry influence in healthcare harms patients: myth or maxim?. Breathe, v. 18, n. 2.
Vasselli, J. et al. (2023) NAISTeacher: A prompt and rerank approach to generating teacher utterances in educational dialogues. In: Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications, p. 772-784.
Williams, R., et al. (2024) Doodlebot: An Educational Robot for Creativity and AI Literacy. 2024 ACM/IEEE Int. Conf. on Human-Robot Interaction, p. 772-780.
Xie, W., et al. (2025) The Power of Personalized Datasets: Advancing Chinese Composition Writing for Elementary School through Targeted Model FineTuning. International Journal of Asian Language Processing, 2450017.
Yang, S., & Banks, A. (2024) Enhancing AI Literacy: A Collaborative Self-Study of Elementary Teacher Educators. Studying Teacher Education, p. 1-21.
Yang, S., Trainin, G., & Appleget, C. (2025). Teacher Use of Generative AI for Read‐ Aloud Question Prompts. The Reading Teacher, v. 78, n. 4, p. 230-235.
Yenduri, G., et al. (2024) “GPT (generative pre-trained transformer)–a comprehensive review on enabling technologies, potential applications, emerging challenges, and future directions”, IEEE Access. v. 12, p. 54608-54649.
Zhang, Q., et al. (2024) Path Exploration of Generative Artificial Intelligence Enabling the Construction of Civic Education in Primary and Secondary Schools. Proceedings of the 2024 Int. Symposium on Artificial Intelligence for Education, p. 59-64.
Bahtilla, M, & Xu, H. (2021) The influence of Confucius’s educational thoughts on China’s educational system. Open Access Library Journal, v. 8, n. 5, p. 1-17.
Benjamin, J. et al. (2024) Responding to Generative AI Technologies with Researchthrough-Design: The Ryelands AI Lab as an Exploratory Study. In Proceedings of the 2024 ACM Designing Interactive Systems Conference, p. 1823-1841.
Chen, S., Liu, Q., & He, B. (2023) A Generative AI-based Teaching Material System Using a Human-In-The-Loop Model. In 2023 International Conference on Intelligent Education and Intelligent Research (IEIR), p. 1-8.
Chien, C. V., and Kim, M. (2024) Generative AI and Legal Aid: Results from a Field Study and 100 Use Cases to Bridge the Access to Justice Gap. Loyola of Los Angeles Law Review, forthcoming.
Dai, Y. (2024) Dual-contrast pedagogy for AI literacy in upper elementary schools. Learning and Instruction, v. 91, p. 101899.
Du, L., & Lv, B. (2024) Factors influencing students’ acceptance and use generative artificial intelligence in elementary education: an expansion of the UTAUT model. Education and Information Technologies, p. 1-20.
De Cremer, D., Bianzino, N. M., & Falk, B. (2023) “How generative AI could disrupt creative work”, Harvard Business Review, v. 13.
Feuerriegel, S., Hartmann, J., Janiesch, C., and Zschech, P. (2024) “Generative AI”, Business & Information Systems Engineering, v. 66, n. 1, p.111-126.
Fleur, D. S., Bredeweg, B., Van Den Bos, W. (2021) Metacognition: ideas and insights from neuro-and educational sciences. npj Science of Learning, v. 6, n. 1, p. 13.
Gao, R., Thomas, N., & Srinivasa, A. (2023) Work in Progress: Large Language Model Based Automatic Grading Study. In 2023 IEEE Frontiers in Education Conference (FIE), pp. 1-4.
Ghebrehiwet, I., Zaki, N., Damseh, R., & Mohamad, M. S. (2024) “Revolutionizing personalized medicine with generative AI: a systematic review”, Artificial Intelligence Review, v. 57, n. 5, p. 1-41.
Han, A., Zhou, X., Cai, Z., Han, S., Ko, R., Corrigan, S., & Peppler, K. A. (2024) Teachers, Parents, and Students' perspectives on Integrating Generative AI into Elementary Literacy Education. Proceedings of the CHI Conference on Human Factors in Computing Systems, pp. 1-17.
Huang, C., & Yu, H. (2024) Technological Dialogue and Intelligent Generation: An Empirical Study of Primary Chinese Teachers Using Generative AI for Lesson Preparation. In Proceedings of the 2024 International Conference on Intelligent Education and Computer Technology, p. 606-611.
Jurenka, I., et al. (2024) Towards responsible development of generative AI for education: An evaluation-driven approach. arXiv preprint arXiv:2407.12687.
Kong, S. C., & Yang, Y. (2024). A Human-Centred Learning and Teaching Framework Using Generative Artificial Intelligence for Self-Regulated Learning Development through Domain Knowledge Learning in K–12 Settings. IEEE Transactions on Learning Technologies, v. 17, p. 1562-1573.
Lee, Y. (2024) Development of Open Large Language Models for Artificial Intelligence Digital Textbooks. TEM Journal, v. 13, n. 4, p. 2773-2783.
Lee, G. G., & Zhai, X. (2024) Using ChatGPT for Science Learning: A Study on Preservice Teachers' Lesson Planning. IEEE Transactions on Learning Technologies, v. 17, p. 1643-1660.
Li, M. and Zhang, H. (2024) A Study on the Behavioral Intention of Primary and Secondary School Teachers Using Generative Artificial Intelligence in Teaching. Proc.
of the 2024 9th Inter. Conf. on Distance Education and Learning, p. 35-41.
Liu, Z. M. et al. (2024) Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation. Computer Assisted Language Learning, p. 1-25.
Lyu, H., Cheng, Y., Fu, Y., & Yang, Y. (2024) Exploring a LLM-based ubiquitous learning model for elementary and middle school teachers. In 2024 6th International Conference on Computer Science and Technologies in Education, p. 171-174.
Morris, T. H. (2020) Experiential learning–a systematic review and revision of Kolb’s model. Interactive learning environments, v. 28, n. 8, p. 1064-1077.
Onishi, S., Kojima, S., Shiina, H., & Yasumori, T. (2024) Estimating the Impact of Classroom Speech Using a Large Language Model. In 2024 16th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI), p. 409-414.
Page, M. J. (2021) The PRISMA 2020 statement: an updated guideline for reporting systematic reviews, bmj, v. 372, n. 7.
Qin, Y., Liu, G., & Wu, M. (2023) Good or Bad? Explore the Application of ChatGPT in Education - Based on Interviews and User Experience Analysis. Twelfth Int. Conference of Educational Innovation through Technology, p. 158-163.
Shi, Y., and Sun, L. (2024) “How Generative AI Is Transforming Journalism: Development, Application and Ethics”, Journalism and Media, v. 5, n. 2, p. 582-594.
Taiye, M., et al. (2024) Generative AI-Enhanced Academic Writing: A StakeholderCentric Approach for the Design and Development of CHAT4ISP-AI. Proceedings of the 39th ACM/SIGAPP Symposium on Applied Computing, p. 74-80.
Trayer, J. et al. (2022) Industry influence in healthcare harms patients: myth or maxim?. Breathe, v. 18, n. 2.
Vasselli, J. et al. (2023) NAISTeacher: A prompt and rerank approach to generating teacher utterances in educational dialogues. In: Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications, p. 772-784.
Williams, R., et al. (2024) Doodlebot: An Educational Robot for Creativity and AI Literacy. 2024 ACM/IEEE Int. Conf. on Human-Robot Interaction, p. 772-780.
Xie, W., et al. (2025) The Power of Personalized Datasets: Advancing Chinese Composition Writing for Elementary School through Targeted Model FineTuning. International Journal of Asian Language Processing, 2450017.
Yang, S., & Banks, A. (2024) Enhancing AI Literacy: A Collaborative Self-Study of Elementary Teacher Educators. Studying Teacher Education, p. 1-21.
Yang, S., Trainin, G., & Appleget, C. (2025). Teacher Use of Generative AI for Read‐ Aloud Question Prompts. The Reading Teacher, v. 78, n. 4, p. 230-235.
Yenduri, G., et al. (2024) “GPT (generative pre-trained transformer)–a comprehensive review on enabling technologies, potential applications, emerging challenges, and future directions”, IEEE Access. v. 12, p. 54608-54649.
Zhang, Q., et al. (2024) Path Exploration of Generative Artificial Intelligence Enabling the Construction of Civic Education in Primary and Secondary Schools. Proceedings of the 2024 Int. Symposium on Artificial Intelligence for Education, p. 59-64.
Publicado
20/07/2025
Como Citar
CAMELO, Vitória C. S.; SIEBRA, Clauirton A..
Educational Dimensions in the Age of Generative Artificial Intelligence: A Systematic Review for Policy Development. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 33. , 2025, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 182-194.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2025.7429.
