Sep 2026· Systems research and behavioral science· 0 citations· 22 references
TL;DR
Findings indicate that explicit use of GST in AIEd remains limited, whereas systemic perspectives appear mainly through complexity, feedback, adaptation, sociotechnical interaction and educational transformation.
Abstract
This paper presents a scoping review of how Artificial Intelligence in Education (AIEd) has been conceptualized through systemic perspectives, with particular attention to direct and indirect connections with General Systems Theory (GST). It maps the existing literature, identifies research trends and highlights key issues framing systemic perspectives on AIEd. Peer‐reviewed journal articles published in English between 2008 and 2025 were searched in Scopus and ERIC, supplemented by backward and forward snowballing in Google Scholar, IEEE Xplore and Semantic Scholar. The final search, completed in June 2025, yielded a final sample of 12 studies (
n
= 12). Thematic analysis, supported by qualitative coding procedures and specialized software, was applied. Findings indicate that explicit use of GST in AIEd remains limited, whereas systemic perspectives appear mainly through complexity, feedback, adaptation, sociotechnical interaction and educational transformation. This contribution clarifies AI integration as systemic educational change.
Artificial Intelligence (AI) has brought about significant changes in the educational landscape, driven primarily by the advancement of generative models and the increasing availability of tools capable of supporting teaching and learning processes. This study aimed to analyze the main possibilities and challenges asso...
A. F. da Silva, Rosimeire Rozendo, Cristiane Aparecida Simão Silverio· Brazilian Journal of Science· 0 citations
Artificial intelligence (AI) is increasingly integrated into science education, yet the literature remains fragmented, lacking a unified framework that connects publication trends, curriculum implementation, and ethical considerations. Methods: A mixed-method systematic review was conducted that combined bibliometric a...
Overall, AI shows potential to support mathematics teaching and learning, but stronger longitudinal and comparative evidence is needed to establish effectiveness, equity, and sustainable implementation.
F. Omirzakova, Sarsenkul Tileubay· European Journal of STEM Edu...· 2 citations
Artificial intelligence (AI) is increasingly shaping science education research worldwide; however, its representation in the Turkish literature is not yet clear. This study systematically examines Turkish peer-reviewed articles published between 2022 and 2025 on AI in the field of science education (science, physics,...
Esra Sarici, R. Elmas· Turkiye Kimya Dernegi Dergis...· 0 citations
Findings indicate that AI research in primary science education is expanding toward generative, conversational, and co-creative applications while conventional AI approaches continue to coexist.
Ervita Eka Rosawati, Elly Sri Wahyuni· Mentari : Journal of Islamic...· 0 citations
Artificial Intelligence (AI), and particularly Generative AI (GenAI), is increasingly influencing higher education in diverse ways, presenting an evolving duality of transformative potential and multifaceted challenges. This systematic thematic synthesis examines the promises and perils of AI in higher education (AIHEd...
Cristóbal Rodríguez-Montoya, L. E. Garrido, G. van der Linde· Discover Education· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
