Generative Artificial Intelligence (GAI) in Teaching and Learning Processes at the K-12 Level: A Systematic Review

This systematic review aims to provide a detailed and comprehensive overview of the use of Generative Artificial Intelligence (GAI) in K-12 education. Using the PRISMA method, this research examined articles published between 2016 and 2024, selecting 197 relevant studies from 5 databases and 2 journals. The methodology included the use of the Mentefacto Map to identify keywords and define inclusion and exclusion criteria, ensuring a systematic and replicable approach. The findings of the review indicate that GAI offers significant opportunities to personalize learning experiences, motivate students, improve assessment methods, and introduce innovative and immersive teaching practices. The use of ChatGPT in educational environments is a clear example of this. There are several critical issues that need attention, such as the need for continuous teacher training on ICT and the development of ministerial guidelines that also address ethical and privacy concerns. There is a notable lack of concrete studies and specific experiments, not only focused on STEM disciplines but also open to the arts/humanities, as well as practical examples of GAI use in daily teaching practices, which should guide educators in selecting the most suitable educational technologies for their teaching objectives. An original contribution of this review lies in identifying specific gaps in the existing literature, along with the proposal of research perspectives and insights that have so far been underexplored.