Inteligência Artificial na educação: uma revisão sistemática sobre ética, desafios e oportunidades

Wanchel Pierre; Monhel Maudoony Pierre

doi:10.47236/2594-7036.2026.v10.1969

Authors

Wanchel Pierre Federal University of São Carlos https://orcid.org/0009-0006-1590-9155
Monhel Maudoony Pierre Federal University of Uberlândia https://orcid.org/0009-0004-2637-7997

DOI:

https://doi.org/10.47236/2594-7036.2026.v10.1969

Keywords:

Artificial Intelligence, Education, Ethics, Public Policy, Teacher Training

Abstract

In recent years, Artificial Intelligence (AI) has driven significant transformations in education, accompanied by ethical, pedagogical, and technical challenges. The aim of this study is to analyze the impacts of its use in education, considering geographical and thematic trends, implementation challenges, and the effectiveness of the proposed solutions. The research, exploratory in nature, was based on a systematic literature review on the use of technology in teaching. Eighty-five articles indexed in,Web of Science, ERIC, e SciELO published between 2021 and 2025, were analyzed, all assessed as high methodological quality. The results indicate Europe as the main scientific producer, with 45.9% of studies, focusing on ethical issues and public policies. North America represents 21.2%, highlighting the development of digital competencies. Asia accounts for 15.3%, leading technical research on explainable systems. South America, the Middle East, and Africa record 11.8%, 3.5%, and 2.4%, respectively. Three main barriers were identified: ethical dilemmas, pedagogical gaps, and technical limitations. Mitigation strategies include auditing frameworks, institutional policies, and teacher training programs. A positive correlation (r = 0.08) was found between comprehensive policies and the reduction of inappropriate conduct, with a trend toward innovation (p =0,4565). It is concluded that the responsible integration of IA in education requires the definition of global ethical standards, the creation of oversight committees, and the inclusion of digital literacy in curricula. The study provides practical guidance for educators and policymakers in addressing the opportunities and challenges of educational transformation.

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Author Biographies

Wanchel Pierre, Federal University of São Carlos

Doctoral Candidate in Special and Inclusive Education at the Federal University of São Carlos. São Carlos, São Paulo, Brazil. Email addresses: wanchelp@estudante.ufscar.br / wanchelpierre1988@gmail.com. ORCID: https://orcid.org/0009-0006-1590-9155. Lattes Curriculum: https://lattes.cnpq.br/0926741252696403.

Monhel Maudoony Pierre, Federal University of Uberlândia

Doctoral Candidate in Data Science at the Federal University of Uberlândia. Uberlândia, Minas Gerais, Brazil. Email addresses: monhel.pierre@ufu.br / monhelmaudoonypierre@gmail.com. ORCID: https://orcid.org/0009-0004-2637-7997. Lattes Curriculum: http://lattes.cnpq.br/2013060772004963.

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