Artificial Intelligence and Teaching Practice in Contexts of Augmented Humanity

A Systematic Review

Abstract

The use of artificial intelligence is increasingly common across various contexts, both academic and social. This study presents a systematic review of the literature on how artificial intelligence influences contemporary teaching practices implemented by educators. This review identified the trends, challenges, and opportunities that artificial intelligence offers to improve the quality of the teaching-learning process at different educational levels. The PRISMA protocol was used to select and analyze articles, which were sourced from the Scopus, Web of Science, and ERIC databases for the period 2021–2024. Bibliometric analysis was conducted using the Bibliometrix software, which enabled the establishment of appropriate criteria for an accurate search strategy. Atlas.ti software was utilized for qualitative content analysis of the articles. The results indicate that artificial intelligence has a positive impact on teaching practices, particularly in personalization, adaptation, feedback, and learning assessment. However, several challenges were also highlighted, such as insufficient training, resistance to change among educational agents, ethical and legal limitations, and the widening of the digital divide.