Educational Impact of Generative Artificial Intelligence: A Critical Review of Advances, Challenges, and Perspectives
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The accelerated expansion of generative artificial intelligence (AGI) in education has opened a clear gap between its daily adoption and the ability of the school system to regulate and teach it judiciously. The problem is observed in classrooms that already use the IAG for homework and feedback, while policies, curricula and teacher training are lagging behind; This asymmetry is likely to widen inequalities and encourage superficial uses if intervention is not taken in time. This article presents a critical review of the state of the art (2020–2025) on the educational impact of generative artificial intelligence, with attention to global trends and new pedagogical mediations. A qualitative methodology of documentary review and inductive coding applied to indexed academic publications was used. The results suggest a transition towards more personalized and student-centered teaching models, together with the redefinition of the role of teachers as a mediator and evaluator with ethical criteria. There are also persistent challenges in digital literacy for conscious use, equitable conditions for access and pedagogical accompaniment, and regulatory frameworks that guide practices and safeguard rights.
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