Takeaways
- Generative AI shows promise for personalizing learning experiences through adaptive content and immediate feedback, but educators must ensure these tools enhance rather than replace critical thinking skills and human interaction (Kamalov et al. (2023), Bura & Myakala (2024), Xu et al. (2024)).
- Teachers' roles are evolving through distinct stages of AI adoption‚Äîfrom observer to creator‚ requiring ongoing professional development, institutional support, and a balance between AI utilization and human oversight (Zhai (2024), Prather et al. (2023), Wei et al. (2025)).
- There are significant gaps in research on how AI tools can effectively support students with learning disabilities, learning differences, and marginalized identities, highlighting the need for more studies on equitable implementation (Chinta et al. (2024), Kotsi et al. (2025), Roe & Perkins (2024)).
- Current research on AI in education lacks sufficient longitudinal studies to understand the long-term effects on student learning outcomes, cognitive development, and academic skills (Singh et al. (2025), Bura & Myakala (2024), Roe & Perkins (2024)).
- Early research suggests that overreliance on AI tools may negatively impact the development of critical thinking, reasoning, and metacognitive skills, especially for novice learners and students in early stages of concept development (Singh et al. (2025), Passi & Vorvoreanu (2024)).
