Impact of generative artificial intelligence on the development of competencies in secondary education: a systematic review
DOI:
https://doi.org/10.63688/bg5tar43Keywords:
generative artificial intelligence, secondary education, skills development, personalized learning, systematic reviewAbstract
Generative artificial intelligence has emerged as a transformative technology with the potential to reshape educational processes in secondary education; however, evidence regarding its impact on competency development remains fragmented. This study aimed to analyze the scientific literature on the use of these tools among secondary education students over the period 2020–2025. A systematic review was conducted following the PRISMA protocol, including articles indexed in Scopus, using a structured search strategy and inclusion criteria based on thematic relevance and methodological rigor, resulting in a final sample of 58 studies. The findings reveal a rapid increase in scientific output and a consistent association between the use of generative AI and the enhancement of key competencies, including digital skills, critical thinking, problem-solving, and autonomous learning, within pedagogical approaches centered on personalized learning. Nevertheless, challenges related to teacher training, ethical considerations, and unequal access to technology were identified. In conclusion, generative AI demonstrates significant educational potential, the effectiveness of which depends on its pedagogical integration and the institutional context in which it is implemented.
References
Alfarwan, A. (2025). Generative AI use in K-12 education: A systematic review. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1647573
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2). https://doi.org/10.1080/14703297.2023.2190148
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.22
García Antuña, M. (2024). El papel transformador de ChatGPT en la lengua del turismo. Normas, 14(1). https://doi.org/10.7203/normas.v14i1.29673
Guidance for generative AI in education and research. (2023). Guidance for generative AI in education and research. https://doi.org/10.54675/EWZM9535
Hanna, M. G., Pantanowitz, L., Jackson, B., Palmer, O., Visweswaran, S., Pantanowitz, J., Deebajah, M., & Rashidi, H. H. (2025). Opinion paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. Modern Pathology, 38(3).
Heinsfeld, B. D., & Veletsianos, G. (2025). The language on GenAI: A critical exploration of personification metaphors in UNESCO’s guidance for generative AI in education and research. Journal of Interactive Media in Education, 2025(1). https://doi.org/10.5334/jime.983
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. The Center for Curriculum Redesign, Boston, MA.
Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57(4). https://doi.org/10.1111/ejed.12533
Hutson, J., Jeevanjee, T., Graaf, V. Vander, Lively, J., Weber, J., Weir, G., Arnone, K., Carnes, G., Vosevich, K., Plate, D., Leary, M., & Edele, S. (2022). Artificial intelligence and the disruption of higher education: Strategies for integrations across disciplines. Creative Education, 13(12). https://doi.org/10.4236/ce.2022.1312253
Jauhiainen, J. S., & Guerra, A. G. (2023). Generative AI and ChatGPT in school children’s education: Evidence from a school lesson. Sustainability, 15(18). https://doi.org/10.3390/su151814025
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103. https://doi.org/10.1016/j.lindif.2023.102274
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00237-x
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
Zhai, X. (2023). ChatGPT for next generation science learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4331313
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Segundo Washington Paucar Vecilla, Angel Alberto Arce Ramírez, Eva Julianna Miranda Torres, Robert Iván Muñiz Ventura, Rosa Dalia Soriano Perero (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
El artículo se distribuye bajo la Licencia Creative Commons Atribución 4.0 . Salvo que se indique lo contrario, el material publicado asociado se distribuye bajo la misma licencia.
