Justice, Equity, Diversity, and Inclusion in Artificial Intelligence and Childhood Education: A Critical Systematic Review

This critical systematic review explores narratives surrounding justice, equity, diversity, and inclusion (JEDI) within the realm of artificial intelligence (AI) in childhood and general education. Analyzing 87 peer-reviewed articles from the past decade, this study highlights an increasing academic and societal focus on JEDI themes, especially following the launch of ChatGPT. Findings reveal a strong focus on bias, with many articles addressing different sources across the AI lifecycle, while multidimensional frameworks for equity, inclusion, and justice remain underexplored. The review also notes a reliance on deficit-oriented frameworks, such as the digital divide, which may inadvertently reinforce stereotypes by emphasizing the perceived limitations of marginalized groups. Emerging proactive models and the integration of intersectional perspectives signal a shift toward asset-based approaches. Methodologically, the analysis identifies a need for greater empirical rigor, including more clarity in quantitative measures and robust experimental designs. This review calls for a broader theoretical and methodological scope to support inclusive, evidence-based research and practice in AI-driven education. Addressing these gaps is essential for fostering equitable and transformative educational environments in the age of AI.