Artificial Intelligence in Education: Opportunities, Challenges, and Implications for the Learning Process
DOI:
https://doi.org/10.65739/archipel.v2i1.81Keywords:
artificial intelligence, education, personalized learning, generative AI, learning analytics, teacher AI literacyAbstract
Artificial intelligence (AI) has rapidly evolved from a peripheral instructional aid into a central force reshaping how teaching and learning are designed, delivered, and evaluated. This article presents a narrative literature review of twenty-five studies published between 2021 and 2026 to map the opportunities, challenges, and implications of AI integration for the learning process across K-12 and higher education contexts. Using a structured search of Scopus-, Web of Science-, and Google Scholar-indexed sources, thematic synthesis was applied to identify recurring patterns across personalized learning, intelligent tutoring systems, generative AI, learning analytics, teacher professional development, and governance. The findings show that AI offers substantial opportunities for adaptive personalization, real-time feedback, and data-driven decision-making, yet these benefits are consistently accompanied by challenges related to academic integrity, algorithmic bias, data privacy, teacher readiness, and unequal access to infrastructure. The review further identifies a critical novelty gap: most prior studies examine opportunities and challenges in isolation rather than as an interdependent system that jointly shapes pedagogical implications. This article proposes an integrated opportunity-challenge-implication framework and argues that responsible, human-centered implementation rather than technology adoption alone determines whether AI enhances or undermines meaningful learning outcomes in contemporary educational settings.
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