Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024)
This systematic review explores how generative artificial intelligence (GenAI) technologies have been employed within pedagogical practices from 2022 to 2024, uncovering specific applications, benefits and challenges. This review draws on 28 empirical studies from top high-impact factor journals ind...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2485499 |
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| author | Wang Xiaoyu Zamzami Zainuddin Chin Hai Leng |
| author_facet | Wang Xiaoyu Zamzami Zainuddin Chin Hai Leng |
| author_sort | Wang Xiaoyu |
| collection | DOAJ |
| description | This systematic review explores how generative artificial intelligence (GenAI) technologies have been employed within pedagogical practices from 2022 to 2024, uncovering specific applications, benefits and challenges. This review draws on 28 empirical studies from top high-impact factor journals indexed in the Web of Science under ‘Education & Educational Research’ and ‘Education, Special’ (Journal Citation Reports). The analysis reveals that GenAI could improve instructional efficiency by providing prompt feedback and personalized learning materials, enhancing learners’ engagement and motivation, catalyzing idea generation and developing essential generic skills such as critical thinking and problem-solving. However, key challenges arise concerning potential inaccuracies, bias, threats to academic integrity and questions regarding GenAI’s overall efficacy in teaching and learning. This study suggests that teachers should wisely employ GenAI as a supplementary device, optimizing its advantages and addressing its drawbacks. This shows how important it is for teachers to keep learning and how important it is to look into the long-term effects, untapped uses and compatibility of GenAI with the Sustainable Development Goals, especially when trying to improve education. |
| format | Article |
| id | doaj-art-c83a81c823df4e7b98f54fb47abefc79 |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-c83a81c823df4e7b98f54fb47abefc792025-08-20T01:54:07ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2485499Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024)Wang Xiaoyu0Zamzami Zainuddin1Chin Hai Leng2Department of Curriculum and Instructional Technology, Faculty of Education, University of Malaya (UM), Kuala Lumpur, MalaysiaCollege of Education, Psychology and Social Work, Flinders University, Bedford Park, SA, AustraliaDepartment of Curriculum and Instructional Technology, Faculty of Education, University of Malaya (UM), Kuala Lumpur, MalaysiaThis systematic review explores how generative artificial intelligence (GenAI) technologies have been employed within pedagogical practices from 2022 to 2024, uncovering specific applications, benefits and challenges. This review draws on 28 empirical studies from top high-impact factor journals indexed in the Web of Science under ‘Education & Educational Research’ and ‘Education, Special’ (Journal Citation Reports). The analysis reveals that GenAI could improve instructional efficiency by providing prompt feedback and personalized learning materials, enhancing learners’ engagement and motivation, catalyzing idea generation and developing essential generic skills such as critical thinking and problem-solving. However, key challenges arise concerning potential inaccuracies, bias, threats to academic integrity and questions regarding GenAI’s overall efficacy in teaching and learning. This study suggests that teachers should wisely employ GenAI as a supplementary device, optimizing its advantages and addressing its drawbacks. This shows how important it is for teachers to keep learning and how important it is to look into the long-term effects, untapped uses and compatibility of GenAI with the Sustainable Development Goals, especially when trying to improve education.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2485499Generative AIAI in educationpedagogical practicessystematic literature reviewAI literacyOpen & Distance Education and eLearning |
| spellingShingle | Wang Xiaoyu Zamzami Zainuddin Chin Hai Leng Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024) Cogent Education Generative AI AI in education pedagogical practices systematic literature review AI literacy Open & Distance Education and eLearning |
| title | Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024) |
| title_full | Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024) |
| title_fullStr | Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024) |
| title_full_unstemmed | Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024) |
| title_short | Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024) |
| title_sort | generative artificial intelligence in pedagogical practices a systematic review of empirical studies 2022 2024 |
| topic | Generative AI AI in education pedagogical practices systematic literature review AI literacy Open & Distance Education and eLearning |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2485499 |
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