A Systematic Review of Emerging Trends in Education: Exploring the Risks and Benefits of Generative Artificial Intelligence Applications

This study explores the probability if artificial intelligence can replace humans in the classroom. It identifies the limitations of artificial intelligence and the prevalence of human-level intelligence in education. Artificial intelligence is conceptualized and the research gaps in comparing artificial and human-level intelligence are identified. Comparative research method and explorative research design are adopted to guide this study. Secondary data is utilized with the use of a systematic desk research method and content analysis is used to explain the concepts and their relationship to each other. Three research objectives are used to assess human superiority to AI, identify limitations of AI and proffer measures to encourage collaboration between human-level and artificial intelligence. The study concludes and further provides recommendations necessary to support the relevance of human-level intelligence and AI in education.

ICT which is growing rapidly in the digital era has succeeded in creating an artificial intelligence called Artificial Intelligence for the benefit of various fields of life, especially education. The purpose of this study is to see the development of research on the topic of Artificial Intelligence trends in bibliometric-based education. This research method is using bibliometric methods regarding the production, growth, maturation, and consumption of scientific publications with a descriptive approach using data derived from Scopus regarding Artificial Intelligence in education published in various academic journals, books, patents, proceedings, and so on from 1999 to 2024. The results of this study, namely bibliometric analysis based on Scopus data with 1646 documents on Artificial Intelligence in education, have provided a comprehensive view of the current domain status. The results of the analysis of 21 aspects contained in the overall Scopus data have provided new findings about Artificial Intelligence in education including: Artificial Intelligence in education gave rise to the words augmented reality, student, and learning systems which continues to evolve along with the emergence of new research words or themes and the growing popularity of certain topics; It finds many of the studies that are frequently cited, and several articles, authors, and journals play an important role in it. This means that Artificial Intelligence in education today is very dynamic with a steady growth of publications.

The object of the study is the status, segment analysis, dynamics and prospects of the global markets for higher education and artificial intelligence in higher education. The analysis and systematization of literature data allowed to summarize the results of research in the field of marketing research of higher education markets and artificial intelligence in higher education. To conduct a marketing analysis, the method of literature search and the method of analysis were applied. The main trends, volumes, rates and factors of growth of the higher education and artificial intelligence markets in the field of higher education, as well as some limitations of their development are presented. The analysis of the higher education market is carried out by the following segments: geographical regions, mode of study, educational levels, sources of income, educational institutions, and the market of artificial intelligence in education – market components, deployment mode, technologies, applications, geographical regions. The potential demand and volume of higher education and artificial intelligence markets in the field of higher education in different countries of the world are determined, the dynamics and competition in the world markets are tracked. The state of the art and prospects for further research in the field of higher education and artificial intelligence in education are summarized. The following scientific methods were used: the method of searching for literature data on the topic under study; the method of analyzing literary sources; comparative analysis of different methodological approaches; content analysis of documents; the method of systematization and classification in conducting research on the achievements of modern science and technology in the field of higher education and the use of artificial intelligence in higher education. The systematization of literature data allowed to present the problems of higher education and the use of artificial intelligence in higher education in the form of tables and diagrams, which gives a certain advantage for understanding and using the material.

Purpose: The purpose of the study is to identify areas of student use of Artificial Intelligence (AI) in education, as well as to develop a model view of student use of AI in education. Design/methodology/approach: The study used an integrated research approach, combining descriptive, comparative and descriptive analysis methods to provide an in-depth and multifaceted understanding of the role and potential of artificial intelligence in education. The research process started with a biblio-metric analysis and a systematic literature review, which was conducted in Scopus and Google Scholar databases. The literature analysis carried out allowed artificial intelligence to be defined, as well as selected AI tools to be identified. Subsequently, an in-house study was carried out, which was in the form of a survey - a diagnostic poll; authors’ questionnaire containing ten closed questions was used as a research tool. The questionnaire was uploaded to Google and the link was distributed to selected students of Cracow University of Economics in Krakow. Responses were collected using the CAWI technique. A total of 295 responses were obtained. Results: It was found that students use AI in education, the main areas of use of AI tools by students are: writing term papers, reports, or creating presentations. What is very important, students use AI to obtain feedback on their work, and are also aware of the benefits and threats generated by modern technologies. The conducted research allowed for the development of a model approach to the use of AI in education by students. Research limitations/implications: The study was limited by the sample of people studying at Cracow University of Economics in Krakow. The authors showed that students use AI in education to a large extent, ChatGPT was most frequently indicated as the tool of preference, as well as the frequent use of Gemini by students. Students indicated risks as well as benefits of using AI in education which allowed the authors to conclude that they use AI consciously. Future research should include a more in-depth exploration of the directions of AI use in education and investigate the impact of AI on competence development. Research on the attitudes - behavioural, cognitive, emotional - of students towards ChatGPT may also be interesting, as well as examining the differences in attitudes depending on the field of study. Practical implications: The development of a model for the use of artificial intelligence in education by students can indicate current trends in education that are posed to both lecturers and students to adapt to changing market and educational conditions.Social implications: There is an increased awareness among lecturers and students regarding the use of AI in education and its impact on the sector. Originality/value: Discussion of AI, identification of AI tools, identification of the extent and areas of student use of AI in education. The added value is to identify the benefits and risks of student use of AI in education, as well as to develop a model view of student use of AI in education.

Artificial intelligence technology plays a decisive role in various spheres of life, including education. Modern preschools are faced with the need to adapt to the requirements of the modern world, where technology is a mandatory component. The article defines the regulatory and legal principles of using artificial intelligence technologies in the field of education. Based on the study and systematization of the results of scientific research, directions and methods of using artificial intelligence in the educational field have been identified. Scientific-pedagogical guidelines for the use of generative models of artificial intelligence in a preschool education institution are justified from the author's point of view. Modern possibilities of using artificial intelligence technology in the educational process of a preschool education institution are presented, in particular, the features of using artificial intelligence by parents of preschool children. Also, practical aspects of the use of artificial intelligence by specialists in a preschool education institution are proposed, in particular, ChatGPT, Quillbot, Google Gemini, Vocal Remover. The importance of the right approach to the implementation of artificial intelligence in the educational process to ensure efficiency and safety for children is emphasized. The results of the surveys of parents of preschoolers and specialists of preschool education institutions regarding the potential of using artificial intelligence in preschool education for the development of children are summarized, which requires a careful approach and cooperation between teachers, parents, and the administration of preschool education institutions. The use of artificial intelligence in preschool education is a promising direction that can provide support for preschool education specialists, make the learning process more interesting for children, and contribute to their intellectual development. Therefore, research and development of practices for the use of artificial intelligence in preschool education is an important component of the effective implementation of these technologies.

The purpose of the study is to predict possible trends in the impact of generative artificial intelligence, in particular ChatGPT technologies, on education. Predictive estimates are formed on the basis of expert discussions of the consequences of using these digital technologies in education, which are currently going on in the public space and in the scientific community. The main groups of expert opinions and scientific approaches are being identified and compared, which makes it possible to present a perspective vision of the processes of integrating generative artificial intelligence into education. Analysis and forecasting are mostly carried out on the example of the practice by using generative artificial intelligence in higher education, however, the main provisions and conclusions can be extrapolated to other levels of education.Materials and methods. In the course of the study, methods of qualitative analysis of expert opinions presented in the public space (in the media, social networks, on the websites of educational organizations and analytical agencies, in public speeches), as well as methods of meaningful analysis of scientific publications, were used. Grouping and classification of expert opinions and scientific approaches were carried out. The analysis also used the results of a sociological study conducted by means of online survey of students from the Plekhanov Russian University of Economics on a sample of more than 3 thousand people. Methods of social forecasting were used to form predictive estimates.Results. The analysis made it possible to conclude that public discourse on employing generative artificial intelligence in education is controversial. Five groups of expert opinions were identified regarding the impact of generative artificial intelligence on education, which differ as to the need for its use in educational organizations and the scope of educational transformations that can occur under its influence. The analysis of scientific discussions showed that scientific community has not finally determined the consequences of the practical impact of generative artificial intelligence on the field of education. At the same time, possible promising areas and problem areas of its use are being identified, as well as its potential to initiate new reforms in education. The following possible trends in the integration of generative artificial intelligence into education are predicted: gradual change in the paradigm of education towards creativity-oriented education; increase of the share and scope of using artificial intelligence technologies in education; formation of new legal and ethical standards governing the use of generative artificial intelligence in education; increasing the importance and changing the role of the lecturer.Conclusions. Generative artificial intelligence has all the potential for solving long-term tasks of developing education. However, rapid technological development is inevitably associated with numerous risks, which require the creation of a methodology for using generative artificial intelligence in education, improvement of regulatory framework and solution of ethical problems. A new qualitative level of integration of a human being and artificial intelligence in the educational sphere is the thing of the future. Such integration will contribute to improving the quality of human capital in line with rapidly developing technologies of 5.0 Industrial Revolution.

Currently, the development of technologies affects all spheres of society. Artificial intelligence technologies are intensively developing and are beginning to be actively used to solve various problems both at the everyday and at the scientific level. Accordingly, there are discussions in the pedagogical circle about the possibilities of using artificial intelligence to solve educational tasks: from finding educational material, translating educational material into another language, creating a curriculum, computer presentation for an educational session, creating a computer program or project to communication in another language with an IA-assistant (Artificial Intelligence). That is, a scientific and pedagogical worker can delegate the performance of certain tasks to artificial intelligence technologies (but with further verification of the completed tasks by artificial intelligence technologies) and reduce his time for preparing for educational classes. Increasingly, scientists emphasize the possibility of using artificial intelligence technologies in the educational process and the need to train scientific and pedagogical workers to use artificial intelligence. Accordingly, the purpose of the article was to analyze the concept of "artificial intelligence" and describe existing scientific approaches to the use of artificial intelligence in the educational process. The methodology of the research was the analysis of the concept of "artificial intelligence" by both Ukrainian and foreign scientists, analysis of scientific approaches, explanation, comparison and systematization of directions, advantages, disadvantages of using artificial intelligence in education. The definition of the concept of "artificial intelligence" by both Ukrainian and foreign scientists is presented. We defined the concept of "artificial intelligence" as an information technology that ensures the performance of certain complex intellectual tasks. Examples of artificial intelligence technologies that can be used in the educational process include: Anima, Grammarly, CENTURY, IntelliMetric, API DeepL, OpenArt, GodeRabbit, etc. The areas of use of artificial intelligence in education are described and highlighted: individualized training, intelligent training systems, automated assessment, group training. The advantages and disadvantages of using artificial intelligence in the educational process are characterized. The results of the study emphasize the importance of studying and using artificial intelligence in the educational process, because this technology is developing rapidly, has prospects for further active development and is used in various spheres of human activity: scientific, medical, military, pedagogical, industrial, household, etc.

It’s interesting to see how the use of artificial intelligence (AI) in education is becoming increasingly prominent due to the rapid growth of AI technology. One of the main benefits of using AI techniques for teaching and learning is the potential to raise the standard of instruction. The present study explores the benefits and difficulties of incorporating AI in higher education institutions and the challenges students face in embracing the technology. The study also examines the challenges teachers face while using AI in their teaching, and how AI can help them teach more effectively and efficiently. The study is targeted towards students and teachers, a sample of 337 responses were collected and analyzed using SPSS and Microsoft Excel. According to the study, most teachers and students are aware of artificial intelligence (AI) tools, and they highly appreciate the effectiveness of AI in education. Participants emphasized that AI can be useful in promoting creative teaching strategies, developing study materials, and enhancing problem-solving skills. Furthermore, the study found that AI has a positive impact on academic performance. Therefore, the use of AI can positively influence the teaching and learning process.

Technology trends have changed the educational paradigm, especially at the tertiary level. Artificial Intelligence (AI) has emerged as a way to change the learning process with the form of games in education, this will make education in higher education experience increased efficiency and effectiveness in learning. However, a deep understanding of how artificial intelligence can improve higher learning experiences and their impact after graduation is still limited. This research aims to investigate how artificial intelligence helps learning in higher education and its impact on students' career preparation after graduation. The focus is on analysis of the implementation of AI in teaching, learning, and decision-making support in higher education institutions. The research method used is literature study and content analysis. Data was collected from scientific articles, books, as well as related research reports on the use of artificial intelligence in higher education. The data is then analyzed to identify trends, benefits, and challenges associated with applying AI in educational contexts. Research results show that the use of artificial intelligence in higher education has increased the personalization of learning, increased knowledge retention, and facilitated more timely and accurate feedback. Additionally, AI also plays an important role in helping students develop skills relevant to the future job market. The conclusion of this research is that by integrating artificial intelligence into higher education, institutions can improve the quality of learning and help students be better prepared to face the challenges of an ever-changing job market. However, challenges such as technology dependency and the need for proper training for educators and students must also be addressed so that the full potential of AI in education can be realized.

The integration of Artificial Intelligence (AI) in higher education has gained significant momentum, particularly in enhancing teaching methodologies and student learning outcomes. In higher education, AI enhances personalized learning, boosts student motivation, and improves academic achievement. In the context of Arts and Science colleges in Erode, there is a growing interest in adopting AI tools such as chatbots, virtual labs, and personalized learning platforms. However, the actual impact of these technologies on students’ academic performance and learning experiences remains underexplored. The integration of Artificial Intelligence in education faces several challenges in Arts and Science colleges in Erode. One major issue is the lack of awareness among students about the available AI tools and their potential academic benefits. Additionally, unequal access to AI resources across colleges hampers consistent usage. Students also exhibit varying levels of engagement with AI tools, which may affect their academic outcomes. Hence, the researchers developed a study for exploring the role of artificial intelligence in enhancing educational outcomes of college students in Erode, Tamilnadu. A descriptive research design is employed to align with the study’s objectives. Both primary and secondary data sources are used to gather information. The study targets students from Arts and Science colleges in Erode, Tamil Nadu, with a sample size of 185 selected through random sampling. The necessary data is collected using a structured questionnaire that covers students’ demographic profiles, AI tool usage, and their perceptions of AI’s role in enhancing educational outcomes, assessed through a 5-point Likert scale. The data are organized using MS Excel and analyzed using statistical techniques such as percentage analysis, mean scores, standard deviation, and ANOVA via SPSS 26.0 software. Additionally, null hypotheses are formulated to examine significant differences in the perceived role of AI across selected independent variables. This study mentioned from analysis that maximum level of experience with AI’s role in enhancing educational outcomes is perceived by the students belong to male, Science stream, studying second-year, using Virtual Labs (AI tool) and using AI tools frequently.

The application of artificial intelligence in education is one of the focal research today. Researchers have discovered that with the continuous development of artificial intelligence, various artificial intelligence are being utilized in primary and secondary education. However, many issues in this field still lack a unified explanation and understanding. Therefore, the research theme of this paper focuses on the advantages and challenges of using artificial intelligence in education. Based on an analysis of relevant literature and survey data, this study explores the advantages and challenges of artificial intelligence in education. The research findings indicate that artificial intelligence can provide personalized education, offer abundant educational resources for teachers and students, and provide timely feedback on student progress. Thus, enhancing learning outcomes. However, the application of artificial intelligence in education still faces challenges such as funding limitations, inadequate policy support, privacy concerns, varying levels of teacher acceptance, and a lack of standardized curriculum. Nevertheless, the use of artificial intelligence in education holds tremendous potential. In the future, it is necessary to formulate policy and standardization at the national level and address issues such as information security and privacy protection to promote the comprehensive application and development of artificial intelligence in education.

This study investigates the integration of artificial intelligence in higher education, aiming to identify trends, key contributors, highly cited papers, collaboration, and thematic areas in research published between (2016–2025) for future research direction. A bibliometric and content analysis was employed, combining quantitative descriptive methods and network analysis with qualitative content analysis of the most-cited articles. Data was extracted from Scopus, yielding 276 refined documents after excluding duplicates, editorials, and notes. Analytical techniques included co-word analysis, citation analysis, co-authorship analysis, and bibliographic coupling, supported by VOSviewer for visualization. Key findings include Symbiosis International Deemed University and Bucharest University of Economic Studies as leading affiliations, with China, India, and the UK as top contributing countries. The most significant journals are Lecture Notes in Networks and Systems and Education and Information Technologies, while authors like Crawford and Păun contribute. Co-authorship analysis highlights strong collaboration among developed countries, while co-word analysis reveals themes like adaptive learning, predictive analytics, and ChatGPT. Bibliometric coupling identifies influential works, including studies by Chatterjee and Bhattacharjee, emphasizing AI adoption. Content analysis underscores the transformative potential of AI in enhancing learning, administrative efficiency, and Innovation. This study provides managerial and practical recommendations for students, universities, and policymakers. This study has several limitations that future studies will consider.

This study investigated teachers’ opinions on using artificial intelligence (AI) in education. The aim was to gain insight into teachers’ expectations, desires, and concerns regarding AI applications that will be used more frequently in education shortly. Teachers were consulted about the purposes for which AIs can be used in their lessons and the current level of AI utilization. A qualitative research method was used in the study. Data on the use of AI in education was collected through semi-structured interviews with teachers. The collected data was analyzed using content analysis. According to the findings, teachers believe AIs can be used for language learning, personalized education, and individual student tracking. All teachers participating in the study had a positive view of the use of AI in education. Moreover, most teachers think that AI applications will increase academic success; however, they expect AIs to be suitable for the student level, provide feedback to the student, and evaluate the teaching process. Participants, who stated that teachers also have responsibilities in using AIs, emphasized that teachers need to improve by receiving training on this subject. The study revealed teachers’ concerns about using AI, bringing these reservations to light. In the study’s conclusion, suggestions were made, such as the necessity of using AI in education and considering teachers’ concerns. It also addressed what needs to be done to promote the widespread use of AIs nationwide.

The current study aims to reveal possible opportunities for applying artificial intelligence in higher education, and to identify the most important challenges that such application faces and the maximum benefits that can be acquired from employing artificial intelligence techniques in developing the educational process and the educational services in higher education institutions. This study followed the descriptive analytical approach in addressing the topic of applying artificial intelligence in higher education by reviewing the literature and previous studies that addressed this topic. The study concluded that it is possible to benefit from the application of artificial intelligence in higher education in the fields of teaching, learning, administration, research, and others, if the requirements of this application are dealt with effectively and the facilities that support the use of artificial intelligence techniques are provided. The study recommends confronting the challenges that weaken the effectiveness of the application of artificial intelligence in higher education. The most important challenges in this regard are: the lack of educational policies related to the application of artificial intelligence in education, the weakness of the infrastructure needed to supports the use of artificial intelligence techniques, the need to train academics and learners on how to deal with new applications, and the lack of due awareness of the importance of artificial intelligence applications and its role in developing higher education. KEY WORDS: artificial intelligence, higher education, opportunities, challenges, foreseeing the future

In order to explore the maturity of online concerts and the digital content of music resources, this article analyzes the role of artificial intelligence in music education, discusses the application of artificial intelligence in music education and the development trend of artificial intelligence in education, and studies the quality of vocal music teaching based on artificial intelligence technology. In this paper, ARM and SA algorithms, as well as internal and external probability algorithms, are combined for research and analysis. Through this study, the authors show that human intelligence skills have a certain impact on vocal music teaching, with an impact rate of 56.42%. It can be seen that artificial intelligence can directly optimize the level of music teachers and promote the improvement of teachers' teaching quality and efficiency. This article improves the effective understanding of artificial intelligence in music education and strengthens the scientific and rational application of artificial intelligence in education.