Pedagogical and ethical challenges posed by the use of artificial intelligence in educational settings

Artificial intelligence has emerged as a key technology in the transformation of contemporary education systems by introducing tools capable of personalizing learning, optimizing teaching, and strengthening pedagogical decision-making; its integration has created both opportunities and challenges in today’s educational settings. The objective of the study was to analyze the scientific evidence on the use of artificial intelligence in education, considering its applications, impact on learning outcomes, and the ethical and pedagogical factors that influence its implementation. The methodology was developed through a systematic review based on the PRISMA 2020 guidelines, with searches in high-impact indexed databases; 86 records were identified, of which 19 scientific studies were selected that met criteria for inclusion, thematic relevance, and methodological quality. The results showed that artificial intelligence significantly contributes to improving academic performance, student engagement, and personalized learning through the use of adaptive systems, intelligent tutoring, and predictive analytics; however, its impact is influenced by factors such as digital literacy, teacher training, equitable access, and ethical regulation. The conclusions indicate that artificial intelligence constitutes a strategic tool for educational innovation, provided it is integrated in an ethical, pedagogical, and contextualized manner; furthermore, its effectiveness depends on the articulation between technology, educational practices, and structural conditions.