GENERATIVE ARTIFICIAL INTELLIGENCE IN SECONDARY AND UNIVERSITY EDUCATION: A CRITICAL SYSTEMATIC REVIEW OF THE STATE OF THE ART.
DOI:
https://doi.org/10.56219/trascendere.v3i7.5989Keywords:
generative artificial intelligence, personalized learning, educatinal ethics, education 5.0Abstract
This article analyzes the scientific evolution of Intelligent Tutoring Systems (ITS) and Generative Artificial Intelligence (GAI), focusing on the paradigm shift towards so-called Education 5.0, where humanism balances automation. Following the PRISMA protocol, the study examines the information within the 17 selected sources, investigating how these tools optimize learning performance and personalization. A central finding is the risk of a phenomenon in which excessive delegation of intellectual tasks to AI weakens autonomous thinking and encourages a worrying metacognitive laziness. Likewise, the review warns of a “pedagogical disconnect” where technical efficiency displaces the formation of critical skills and student self-regulation. The scientific literature reviewed suggests that the educational usefulness of IAG is not an intrinsic property of the software, but rather depends on the soundness of the pedagogical design and the ethical and active vigilance of the user. It also discusses systemic vulnerabilities such as algorithmic bias and the privacy of sensitive data, factors that require the urgent development of legislative and institutional frameworks. The study concludes that the future of academia does not lie in total automation, but in a hybrid human-AI model. In this scenario, teachers must become strategic designers and ethical supervisors to avoid the “pedagogical absurdity” in which technology replaces real intellectual effort. Finally, it emphasizes that personalization will only be transformative if it integrates socio-emotional connection, positioning AI as a sophisticated scaffolding and not as a substitute for human rigor.
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