Generative artificial intelligence in Upper Secondary Education: applications, outcomes, challenges and ethical considerations. A systematic review
DOI:
https://doi.org/10.71112/yx2sk392Keywords:
generative artificial intelligence, upper secondary education, ChatGPT, learning, Systematic review.Abstract
This systematic review examined the applications, outcomes, challenges, and ethical considerations of generative artificial intelligence (GenAI) in upper secondary education. Studies published between 2022 and August 2026 were searched in Google Scholar, SciELO, Redalyc, and Dialnet. The final corpus comprised 32 unique empirical studies, examined through an integrative qualitative synthesis. Applications included writing, language learning, mathematics, science, programming, tutoring, and feedback. Findings were heterogeneous, including positive, null, negative, and mixed outcomes. Perceived usefulness and AI-assisted performance do not necessarily indicate independent learning. Key challenges involved cognitive dependence, reliability, equity, academic integrity, and privacy. The educational potential of GenAI depends on pedagogical design and approaches that preserve learner autonomy and critical thinking. Further comparative studies assessing unassisted performance are needed to clarify its effects on learning.
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Copyright (c) 2026 Martha Laura Guzmán Zúñiga, Abdías Ortega León, José Raúl López Galván, Luis Julián Carranza del Ángel, Juan Ricardo Batres Solórzano (Autor/a)
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