Beyond Technological Adoption: Aims, Benefits, and Challenges of Generative Artificial Intelligence in Education

Cincioğlu O., Altan T., Mutlu Bayraktar D.

Malaysian Online Journal of Educational Technology (MOJET), cilt.14, sa.4, ss.153-182, 2026 (Hakemli Dergi)

Özet

This study examines the aims, advantages, and challenges associated with the use of generative artificial intelligence in educational contexts spanning pre-K 12, K–12, and higher education. Given the rapid integration of generative artificial intelligence into teaching and learning environments, there is a growing need for comprehensive evidence regarding its pedagogical affordances and the challenges accompanying its adoption. Thus, the study aims to synthesize the existing empirical literature and provide a holistic understanding of how generative artificial intelligence is being utilized across educational settings. Employing a systematic review design, 182 empirical studies that met the inclusion criteria were analyzed. Data were collected through a structured review protocol and coded using a comprehensive analysis framework that captured the studies' aims, reported advantages, and identified challenges. The data were subjected to thematic content analysis to identify recurring patterns across the literature. The findings indicate that generative artificial intelligence is predominantly employed to enhance teaching and learning processes through increased instructional efficiency, personalized and differentiated instruction, improved assessment and feedback practices, instructional material generation, and support for teachers' professional practice. However, the literature simultaneously highlights important concerns regarding the reliability of artificial intelligence-generated outputs, ethical and privacy issues, academic integrity, over-reliance on artificial intelligence, insufficient professional preparedness, and pedagogical limitations. The findings suggest that the successful integration of generative artificial intelligence in education depends on maintaining a human-centered and pedagogically informed approach that balances technological capabilities with teachers' professional expertise and ethical considerations.