Key points are not available for this paper at this time.
The rapid expansion of artificial intelligence in the educational field has configured a broad, dynamic, and constantly evolving research domain. Nevertheless, there remains a need to systematically analyze the evolution of its pedagogical approaches and to identify the conceptual dimensions that structure recent scientific production. For this purpose, a systematic literature review was conducted following the PRISMA protocol, based on searches in Web of Science and Scopus. The final corpus consisted of 235 articles, analyzed using bibliometric and semantic techniques in R, including bibliometrix, tidyverse, and ggplot2, complemented by co-occurrence maps developed with VOSviewer. The thematic classification was carried out through an inductive analysis based on clusters and emerging patterns. The results reveal a progressive transition from technocentric approaches toward more complex and integrative pedagogical perspectives. The semantic analysis made it possible to identify four structuring dimensions of the field: critical, ethical, literacy-oriented, and humanistic. Recent literature also shows a growing emphasis on teacher education, academic integrity, and cognitive coexistence between humans and intelligent systems. These findings indicate that artificial intelligence not only introduces technological innovations but is also reconfiguring the epistemological and pedagogical foundations of contemporary education, demanding conceptual frameworks capable of articulating its ethical, cognitive, and formative implications.
George-Reyes et al. (Mon,) studied this question.