Generative artificial intelligence as a pedagogical assistant in teaching practice: a systematic review of benefits, risks and challenges in secondary education
DOI:
https://doi.org/10.62305/alcon.v6i4.1277Keywords:
Generative artificial intelligence; pedagogical assistants; secondary education; teaching practiceAbstract
Currently, generative artificial intelligence (GAI) has shown increasing implementation in various processes associated with educational systems. In this context, the present research aims to systematize the benefits, risks, challenges, and technological configurations related to the use of generative artificial intelligence as a pedagogical assistant in secondary education. This research is based on a systematic literature review. The review follows the PRISMA 2020 methodology. The selected methodology involved searching for, selecting, and analyzing scientific studies published in international databases. The results show that these technologies strengthen secondary education. The review confirmed the capacity for lesson planning, personalized learning, generation of educational resources, and effective feedback. However, risks associated with the accuracy of the generated information, biases, data privacy, and academic integrity due to technological dependence were identified. The review demonstrates that the effective integration of GAI requires strengthening teacher competencies, defining institutional policies, and developing a digital technological ecosystem and human supervision mechanisms to support the pedagogical process. It is concluded that IAG, based on educational, ethical and organizational criteria, can guarantee responsible and sustainable use as a pedagogical assistant.
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