This study consisted of a systematic review that retrieved research on artificial intelligence (AI) in the context of education from 2015 to 2025. The objective was to systematically examine how AI is used in education, especially in teaching processes. The method was carried out following the guidelines contemplated in the PRISMA declaration. A total of 888 research papers were found, distributed across 390 academic journals, with a total of 2 601 authors; 160 studies were conducted by individual authors. The year with the largest number of studies was 2024 (n = 426), representing 47.97% of the total sample; therefore, the evidence could be organized into four categories: 1) AI as a transformative tool in education, 2) personalization of learning, 3) ethical challenges and digital divides, and 4) the impact of AI. In conclusion, we present an overview of the contributions generated by AI research in the context of education, which serves the purpose of concentrating the data generated to date to establish the current state of 21st-century education.
Jacobo et al. (Tue,) studied this question.
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