Copy igh © 2025 Zanjan Uni e si y o Medical Sciences. Published by Zanjan Uni e si y o Medical Sciences.
This wo k is licensed unde a C ea i e Commons A ibu ion-NonComme cial 4.0 In e na ional license (h ps://c ea i ecommons.o g/licenses/by-
nc/4.0/). Noncomme cial uses o he wo k a e pe mi ed, p o ided he o iginal wo k is p ope ly ci ed.
P esen ing a comp ehensi e pa e n o a i icial in elligence in
he s uden s' educa ion p ocess: Me a-syn hesis app oach based
on he E win Model
Ali Mazlomi1, Hossien Momeni Mahmouei1, Ali Akba Ajam2
1Depa men o Educa ional Sciences, Islamic Azad Uni e si y, To.H.C., To ba Heyda iyeh, I an
2Depa men o Educa ional Sciences, Payame Noo Uni e si y, Teh an, I an
A icle in o Abs ac
In oduc ion
Schola s ha e p oposed nume ous de ini ions o
in elligence in he humani ies, pa icula ly in
psychology. Resea che s p o ide a dis inc de ini ion
based on hei s udies. In e e yday discou se,
"in elligence" is equen ly used o expedi e ou
unde s anding o human beha io . O e he yea s,
compu e and in o ma ion echnology ad ancemen s
ha e led o he de elopmen o a i icial in elligence
(AI). In mode n e ms, AI e e s o a machine's abili y o
communica e, eason, and ac independen ly in amilia
and no el scena ios, simila o humans [1].
Li e in he digi al knowledge age is cen e ed on
echnology, wi h AI echnologies pene a ing all aspec s
o li e, including educa ion [2]. AI ep esen s he
pinnacle o compu e echnology, inno a ion, and
in o ma ion and communica ion echnology
ad ancemen s. Recen ly, eaching and lea ning me hods
ha e unde gone signi ican and widesp ead
A icle his o y:
Recei ed 27 No . 2024
Accep ed 21 May. 2025
Published 13 Jul. 2025
. 2025
Mazlomi e al. J Med Edu De . 2025; 18(2): 1-16 Jou nal o Medical Educa ion De elopmen
Backg ound & Objec i e: A i icial In elligence (AI) is ans o ming educa ion by aking on
asks once ese ed o humans, esul ing in a e olu ion in he ield. This s udy p o ides a
comp ehensi e analysis o he componen s and indica o s o AI in he s uden s' educa ion
p ocess.
Ma e ials & Me hods: This s udy employed a quali a i e me a-syn hesis app oach, ollowing
he model p oposed by E win e al. (2011). A o al o 244 a icles we e included, consis ing o
scien i ic pape s published in epu able jou nals such as PubMed and o he s, co e ing he yea s
2014 o 2023 and ocusing on he ole o AI in he educa ional p ocess o s uden s. A pu posi e
sampling me hod was used o selec 32 quali a i e s udies om hese 244 a icles. Da a we e
collec ed h ough quali a i e analysis o he documen s. Sco 's (2012) coding me hod was used
o ensu e he coding p ocess's eliabili y, as MacHie (2012) ecommended. The in e - a e
eliabili y was calcula ed a 85.4%.
Resul s: Based on he analysis o he selec ed quali a i e s udies, he componen s o a i icial
in elligence in he s uden s' educa ion p ocess we e ca ego ized in o six majo dimensions and
21 sub-componen s. The iden i ied dimensions include: (1) Knowledge o AI Elemen s (e.g.,
educa ional and lea ning app oaches, p og am s uc u e, e ec i e lea ning s a egies,
educa ional impac , and lea ning pe cep ion), (2) Planning Knowledge (e.g., cu iculum design
and educa ional planning), (3) Humanis ic Knowledge (e.g., emo ional li e acy, mo i a ion,
c ea i i y, and in e pe sonal in e ac ion), (4) Con ex ual Knowledge (e.g., unde s anding o
cul u e, social con ex , and p o essional skills), (5) Me a-Knowledge (e.g., pe cep ual insigh ,
expe ience-based lea ning, c ea i e cogni ion, and echnological p o iciency), and (6)
A i udinal Knowledge (e.g., lea ne s' posi i e o nega i e a i udes owa d AI in educa ion).
Conclusion: Based on he indings, e ec i ely applying AI in he educa ional p ocess equi es
a en ion o se e al key elemen s. These include AI li e acy, planning knowledge, humanis ic
knowledge, con ex ual knowledge, me a-knowledge, and a i udinal knowledge o lea ne s
ac oss all ields.
Keywo ds: me a-syn hesis, a i icial in elligence, educa ion p ocess, s uden
*Co esponding au ho :
Ali Mazlomi, Depa men o
Educa ional Sciences, Islamic Azad
Uni e si y, To ba Heyda iyeh
B anch, To ba Heyda iyeh, I an
Email: [email protected]
O iginal A icle
How o ci e his a icle:
Mazlomi A, Momeni Mahmouei H,
Ajam AA. P esen ing a
comp ehensi e pa e n o a i icial
in elligence in he s uden s' educa ion
p ocess: Me a-syn hesis app oach
based on he E win Model. J Med Edu
De . 2025; 18(2): 1-16.
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
1 / 16
Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
2 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025
echnological ad ancemen s [3], as exempli ied by he
use o AI in educa ion [4].
This has led o ad ancemen s in inno a ions ela ed o
digi al con en de elopmen using AI echnology [5].
AI's p ima y goal is o op imize ou ine p ocesses,
enhancing speed and e iciency. As a esul , he numbe
o AI applica ions and se ices con inues o g ow
wo ldwide [6].
Since 2020, I an has launched a Sma School p og am
o le e age ad anced echnologies such as AI, machine
lea ning, and i ual eali y o imp o e eaching and
lea ning. The p og am includes p o iding echnological
equipmen , de eloping in elligen educa ional sys ems,
and p o iding echnical suppo o schools. P elimina y
esul s sugges ha his ini ia i e has signi ican ly
imp o ed he quali y o educa ion, boos ing s uden
engagemen and enhancing o e all educa ional
e iciency [7].
This inno a i e app oach o eaching and lea ning is
expanding apidly. AI in educa ion holds immense
po en ial o ans o ming he lea ning and eaching
p ocess. By p o iding pe sonalized lea ning expe iences,
in elligen ecommenda ions, and immedia e eedback,
AI can empowe educa o s o be e unde s and he
lea ning p ocess and o e s uden s a mo e e ec i e
lea ning expe ience [8].
These echnologies p o ide new capabili ies, enabling
eache s and s uden s o e olu ionize he eaching and
lea ning p ocess mo e e icien ly and e ec i ely [9]. By
u ilizing hese echnologies, eaching me hods a e
imp o ed, and s uden s gain a deepe unde s anding o
concep s; consequen ly, he quali y o educa ion is
enhanced and mo e knowledgeable and success ul
s uden s a e cul i a ed. Fo ins ance, AI can deli e
pe sonalized lea ning expe iences, while i ual eali y
can c ea e in e ac i e educa ional en i onmen s [10].
Al hough his echnology canno eplace he essen ial
ole o eache s in educa ion, when used in conjunc ion
wi h aining o expe educa o s, i can enhance lea ne
engagemen , acili a e imely eedback om eache s,
and ailo he lea ning p ocess ac oss a ious subjec s
[11]. The e o e, in a apidly changing wo ld, digi al
echnology signi ican ly impac s all socie ies. New
o ms o echnology a e cons an ly eme ging, shaping
ou li es and cap i a ing young people. As a esul ,
schools ha e no choice bu o make oom o digi al
echnology [12].
AI p o ides nume ous bene i s o bo h eache s and
s uden s. AI applica ions enable s uden s o s udy
independen ly a hei own pace and connec wi h expe s
and educa o s, allowing hem o access comp ehensi e
in o ma ion whene e needed. Addi ionally, AI can help
educa o s c ea e pe sonalized s uden lea ning
expe iences [13]. AI, wi h i s abili y o accu a ely
analyze each s uden s’ s eng hs and weaknesses, adjus s
he pace o lea ning in a pe sonalized manne o achie e
op imal lea ning ou comes [14]. This inno a i e
echnology iden i ies and add esses exis ing challenges
in he lea ning p ocess and co ec s misconcep ions [15].
The use o new educa ional echnologies plays a
signi ican ole in imp o ing s uden s' lea ning ou comes
[16].
AI has e olu ionized eaching me hods, d i ing
educa o s owa ds inno a i e pedagogical app oaches
[17]. By le e aging his echnology, he in elligen
dis ibu ion o educa ional asks has been enabled,
signi ican ly enhancing he e iciency and e ec i eness
o he educa ional p ocess in schools [4].
Al hough AI has p o ided nume ous and signi ican
educa ional bene i s, i aces se ious challenges ha
equi e ca e ul conside a ion o ensu e i s sa e and
e ec i e use in educa ional se ings [18]. One o he
p ima y challenges o using AI in educa ion is
sa egua ding s uden s' p i acy [19]. The collec ion and
analysis o as amoun s o s uden da a c ea e conce ns
abou misusing sensi i e pe sonal in o ma ion. This da a
could be inapp op ia ely sold o ma ke ing companies,
used o manipula e educa ional ou comes, o exploi ed
o o he malicious pu poses [20].
AI is a double-edged swo d in scien i ic esea ch. I s
ema kable po en ial and he e sa ili y o i s
applica ions ha e made i a aluable ool in nume ous
esea ch ins i u ions. Howe e , i ’s i esponsible and
exploi a i e use can ans o m i in o a con o e sial ool
ha aces se e e c i icism om esea che s ac oss
di e en ields [21]. Consequen ly, esea che s belie e
ha AI echnologies signi ican ly impac educa ion and
lea ning posi i ely and nega i ely wi hin he educa ion
indus y [22]. The e o e, i is necessa y o in es iga e he
componen s and indica o s in luencing AI in he
s uden s' educa ion p ocess.
To ensu e ha AI ools con ibu e o human p og ess,
educa ional ins i u ions mus ac i ely de elop ools,
policies, and accoun abili y mechanisms ha sa egua d
human igh s [23]. The e o e, in his esea ch,
conside ing ha he goal o me a-syn hesis is o de elop
heo y, summa ize, and gene alize esul s indings a a
high le el o enhance he accessibili y o quali a i e
indings o p ac ical applica ions [24], and gi en ha
quali a i e s udies o en aim o elucida e he why and
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
2 / 16
Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025 3
how o a pa icula phenomenon o human expe iences
[25], and o his eason, in his esea ch, we aimed o
design an AI pa e n by e iewing he exis ing esea ch
backg ound in he ield o AI. The da a will be analyzed
based on he ollowing esea ch ques ion: Wha a e AI's
in luen ial componen s and indica o s in he Educa ion
p ocess o s uden s?
Ma e ials & Me hods
S udy design
Me a-syn hesis is a o m o quali a i e esea ch ha
esembles me a-analysis. I in ol es examining
in o ma ion and indings om o he s udies on ela ed
and simila opics [26, 27]. As a esul , he sample o
me a-syn hesis consis s o selec ed quali a i e s udies
based on hei ele ance and simila i y o he esea ch
ques ion. Me a-syn hesis does no aim o p o ide a
comp ehensi e summa y o he indings; a he , i
c ea es an in e p e a i e syn hesis o he esul s [28].
Me a-syn hesis aims o de elop heo y, p o ide high-
le el summa ies, and gene alize indings o make
quali a i e esea ch esul s mo e accessible o p ac ical
applica ions [24]. The esea ch a ea includes all
epu able schola ly a icles on AI in s uden s' educa ion.
On he o he hand, a esea che -designed wo kshee was
u ilized o collec and eco d da a om he ini ial
esea ch. A ca ego ical app oach o con en analysis was
employed o examine he exis ing scien i ic documen s
and e idence wi hin he esea ch ield. The da a ob ained
we e analyzed using a h ee-s age p ocess: open, axial,
and selec i e coding. The six-phase me a-syn hesis
amewo k p oposed by E win e al. was used o analyze
he indings [29]. Fou addi ional code s we e employed
o code he da a independen ly o ensu e he eliabili y o
he coding p ocess. Following he me hodology
es ablished by McHugh, Sco 's pi coe icien was used
o assess in e - a e eliabili y. The esul s indica ed an
in e - a e ag eemen o 85.54, sugges ing a high le el o
consis ency in coding among he a e s [30].
𝐶. 𝑅 = Numbe o ag eed ca ego ies
To al numbe o ca ego ies ×100
𝐶. 𝑅 = 54 +59 +57 + 49
4 × 64 ×100 = 85.54
S eps o he E win Me hod
This sec ion employs a six-phase me a-syn hesis p ocess
based on he amewo k de eloped by E win e al. [29].
A summa y o hese s ages is p esen ed in Figu e 1.
S ep 1. Fo mula ion o he esea ch ques ion
The i s s ep in any esea ch is o o mula e a esea ch
ques ion. The speci ic esea ch ques ions and hei
co esponding pa ame e s a e de ailed in Table 1.
Figu e 1. S eps o he six-phase me a-syn hesis p ocess based on E win e al.'s amewo k
Table 1. Resea ch ques ions and co esponding pa ame e s
Pa ame e s
Fo mula ing a esea ch ques ion
Resea ch ques ion
The main ques ion is as ollows:
Wha a e he indica o s and componen s o a i icial in elligence in s uden s' educa ion?
Sub-ques ions:
A. Wha elemen s a ec a i icial in elligence in he educa ional p ocess o s uden s?
B. Wha a e he indica o s and componen s o a i icial in elligence in s uden s' educa ion?
Wha (s udy ques ion)
Se e al da abases and sea ch engines we e examined in his esea ch.
Who (s udy popula ion)
S udies ela ed o a i icial in elligence in s uden s and exis ing pa e ns in his ield will be analyzed.
When ( ime limi )
The s udies e iewed we e conduc ed om 2010 (o 2013 in he Pe sian calenda ) onwa ds.
How (in o ma ion collec ion me hod)
This esea ch employed a me a-syn hesis app oach. S udies we e selec ed based on speci ic c i e ia,
and hose ha did no mee hese c i e ia we e excluded.
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
3 / 16
Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
4 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025
S ep 2
.
Conduc ing a li e a u e sea ch
A sys ema ic e iew was conduc ed o iden i y published
and elec onic esea ch a icles ocusing on AI in
educa ion o s uden s, co e ing he pe iod om 1393 in
he Pe sian calenda (2016). This ime ame was chosen
o wo p ima y easons: i s , o ensu e he indings a e
cu en and ele an , and second, o suppo a sys ema ic
and o ganized esea ch me hodology and he sea ch o
scien i ic esou ces.
A comp ehensi e online sea ch was conduc ed o
compile a comple e collec ion o ele an s udies. Fo
each iden i ied s udy, a ull- ex copy and a comple e lis
o e e ences we e collec ed elec onically.
Ini ially, all ele an schola ly a icles and c edible
sou ces we e iden i ied h ough keywo d sea ches using
"a i icial in elligence" and "a i icial in elligence in he
s uden s' educa ion p ocess" in da abases such as SID,
No magas, Magi an, he Comp ehensi e Po al o
Humani ies Sciences, and he Pe sian Science Ne sea ch
engine. In e na ional da abases, including Google
Schola , Scopus, Eme ald, Science Di ec , Sp inge ,
PubMed, Wiley, Taylo and F ancis, and IEEE, we e also
explo ed. A hema ic analysis o he esul s wi hin he
speci ied ime ame (1393-1403 AD o 2014-2023)
yielded 244 ele an s udies.
S ep 3
.
Selec ion, e inemen , and o ganiza ion
o s udies
A he beginning o he sea ch p ocess, esea che s
assessed whe he he iden i ied epo s aligned wi h he
esea ch objec i es. Inclusion and exclusion c i e ia we e
es ablished o acili a e his, and he s udies we e
e alua ed based on hese c i e ia.
A. The inclusion c i e ia o his s udy a e as ollows
1-Published s udies in he ield o AI in he s uden s'
educa ion p ocess.
2-Rela ed s udies om he beginning o he yea 1393 in
he Shamsi calenda o he yea 1403 and om he
beginning o 2014 o 2023 in he G ego ian calenda .
3-Resea ch s udies mus ha e employed quali a i e
esea ch me hods.
4-Resea ch s udies mus p o ide su icien da a and
in o ma ion o add ess he esea ch objec i es.
The e o e, he adequacy o a s udy is de e mined by i s
abili y o epo on he indica o s and componen s o AI
in s uden educa ion p ocesses.
5-Resea ch ha has unde gone a igo ous pee - e iew
p ocess and has been published in ull, ei he online o in
p in .
B. The exclusion c i e ia o his s udy include he
ollowing
1. S udies ha we e in a language o he han English and
Pe sian
2. S udies ha did no p o ide su icien in o ma ion
ega ding he objec i es o his esea ch, in o he wo ds,
solely ocused on he impac o AI on s uden s' Educa ion
p ocesses wi hou conside ing o he educa ional and
aining a iables.
3. S udies o poo scien i ic quali y we e dissemina ed
h ough non- epu able jou nals and con e ences.
4. S udies published be o e 2014 (1393 in he Pe sian
calenda ) all ou side he ime ame o his esea ch and
con ain ou da ed o i ele an in o ma ion o he cu en
con ex . A hema ic sea ch was conduc ed in he
designa ed sea ch engines using keywo ds ela ed o he
esea ch opic, speci ically ocusing on AI and i s
applica ion in s uden educa ion p ocesses o assess he
esea ch landscape. Two hund ed o y- ou alid
scien i ic documen s, including esea ch a icles, we e
iden i ied du ing his phase. Among hem, 23 we e
emo ed due o duplica ion, lea ing 221 s udies. In he
second s age, he s udies' i les we e e iewed pe he
es ablished inclusion and exclusion c i e ia. As a esul ,
52 s udies we e excluded due o using a quan i a i e
me hod, and 94 scien i ic s udies we e excluded due o
hei lack o quali y and compliance wi h he es ablished
c i e ia. In he subsequen s age, he abs ac s o he
esea ch documen s we e sc u inized. Based on he
es ablished c i e ia, 24 s udies we e excluded om he
esea ch p ocess. Subsequen ly, a con en analysis o he
emaining documen s was conduc ed, elimina ing an
addi ional 19 s udies ha did no mee he speci ied
inclusion and exclusion c i e ia. To enhance he quali y
o he esea ch, wo indi iduals wi h ex ensi e
knowledge o sea ch me hodologies and in o ma ion
sou ces conduc ed sepa a e li e a u e sea ches. Sc eening
and selec ing s udies o inclusion ollowed he PRISMA
(P e e ed Repo ing I ems o Sys ema ic Re iews and
Me a-Analyses) me hod [31]. To imp o e he
comp ehensi eness o he sea ch, wo expe ienced
esea che s independen ly conduc ed li e a u e e iews
using a a ie y o da abases and sea ch s a egies.
Fu he mo e, wo p o esso s p o ided o e sigh o he
s udy's implemen a ion. Finally, 32 schola ly esea ch
a icles published in epu able jou nals we e selec ed o
inclusion in he analysis. Figu e 2 illus a es he
con inua ion o he sc eening p ocess o he iden i ied
s udies based on he es ablished c i e ia..
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
4 / 16
Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025 5
Figu e 2. PRISMA low cha o li e a u e e iew s udy o sea ch and selec a icles
S ep 4. Ex ac ing esea ch esul s
Th oughou he me a-syn hesis, esea che s
sys ema ically and epea edly e iew he selec ed epo s
o iden i y indings om he o iginal p ima y s udies
included in he analysis. A his s age, all ele an
componen s ela ed o he esea ch objec i es a e
ex ac ed h ough open coding. Consequen ly, he coding
esul s om his ini ial s age a e summa ized in Table 2
as componen s o AI in he s uden educa ion p ocess.
S ep 5. P esen a ion o indings (me a-
syn hesis)
A his s age, esea che s mus p esen wha has eme ged
om he quali a i e me a-syn hesis p ocess. To
e ec i ely p esen he indings, a ious audiences mus
be conside ed. Acco ding o E win and colleagues
(2011), esea che s should u ilize isual elemen s
(cha s, images, and ables) o p esen hei indings [29].
Ini ially, in he me a-syn hesis phase, he ea u es,
elemen s, and componen s o a i icial in elligence
in ol ed in he educa ional p ocess o s uden s we e
ex ac ed. Me a-syn hesis is a o m o quali a i e
esea ch ha is e y simila o me a-analysis and
in ol es examining in o ma ion and indings ex ac ed
om o he s udies on ela ed and simila opics [26, 27].
This is why, in he beginning, all componen
desc ip ions, simila o open coding in g ounded heo y,
we e iden i ied h ough key hemes ( i s i e a ion).
Subsequen ly, in he p oduc phase, gi en ha his
sec ion aims o in eg a e all scien i ic indings on a
speci ic opic and achie e a uni ied unde s anding. In he
esul s sec ion, he quali a i e analysis o key hemes
( i s i e a ion) was conduc ed, and by e-coding,
o e lapping and concep ually simila codes we e
combined o ex ac co e ca ego ies (key hemes (second
i e a ion)) simila o axial coding in g ounded heo y. To
ca ego ize all AI componen s and indica o s in he
educa ional p ocess o s uden s based on a common
concep , key hemes (second i e a ion) we e conduc ed
using he AI in educa ion amewo k. This esul ed in
iden i ying six dimensions (selec ed codes), including
knowledge o AI, planning, humanis ic knowledge,
con ex ual knowledge, me a-knowledge, and a i udinal
knowledge. These esul s, including key hemes (second
i e a ion) and key hemes (i e a ion dimensions (simila
o selec ed code in g ounded heo y)), a e p esen ed in
Table 3.
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
5 / 16

Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
6 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025
Table 2. Documen s e iewed o iden i y ac o s a ec ing AI in s uden s' educa ion p ocess
A icle
code
Au ho s'
names
Yea
A icle i le
Indica o s and Componen s o A i icial
In elligence in S uden s' Educa ion
Jou nal
In e nal in es iga ions
1
Shahmohamm
adi [32]
2024
The ole o a i icial
in elligence on imp o ing
educa ional p ocesses
A i icial in elligence, Educa ion, Lea ning,
Applica ion o a i icial in elligence in educa ion
S a egic
Resea ch
Magazine in
Educa ion and
T aining
2
Khadem lu
and Khadem
lu [13]
2024
Achie emen s o a i icial
in elligence in he quali y o
educa ion and he eaching and
lea ning p ocess
AI, Quali y o educa ion, Teaching and lea ning
p ocess
Specialized
Scien i ic
Jou nal o
Human Sciences
in he Thi d
Millennium
3
Ja a i e al.
[20]
2023
. A i icial in elligence and
new echnologies in
educa ional sys ems,
oppo uni ies and challenges
AI, New echnologies in educa ional, Educa ional
jus ice, Pe sonal lea ning expe ience, Simpli y
adminis a i e asks, Ad anced eaching me hods,
E hical issues, In es ing in eache aining
Qua e ly
Jou nal o New
Resea ches in
Educa ion
4
Yahiizadeh
Waq i and
Khaki Va an
[33]
2023
A i icial in elligence
echnology in imp o ing he
educa ion p ocess: me hods,
oppo uni ies and challenges
AI, C ea i i y, Imp o ing he educa ion p ocess,
Oppo uni ies and challenges, Educa ion, S uden s
Psychological
S udies and
Educa ional
Sciences
5
Namda e al.
[34]
2023
The ole o new echnologies
and a i icial in elligence in
imp o ing he quali y o
educa ion and eaching o
eache s.
The ole o new echnologies, AI, Imp o ing he
quali y o Educa ion and eaching, Imp o ing he
le el o hinking, Focus and a en ion, P og ess,
Inc easing p oduc i i y and e iciency, Educa ion
con en
Sexual and
Psychological
Diso de s
6
Shahbazi
Koohi e al.
[35]
2023
Applica ion o a i icial
in elligence in eaching and
lea ning
AI, Applica ion o a i icial in elligence in
eaching, Applica ion o a i icial in elligence in
lea ning, Lea ning, S uden s, Technology
Sexual and
Psychological
Diso de s
7
Mi Ash a i
[36]
2023
Using a i icial in elligence in
eaching new app oaches in
pe sonalizing he lea ning
p ocess
AI, Educa ion, Lea ne , Ins uc o in e ac ion,
Sys em, Pe sonalize lea ning
New App oach
in Islamic
S udies
8
Khayami e
al. [37]
2023
In eg a ion o a i icial
in elligence in educa ion and
lea ning
Educa ion, In eg a ion o a i icial in elligence in
Educa ion, In eg a ion o 9a i icial in elligence in
lea ning, Lea ning, Vi ual eali y
S udies in
Psychology and
Educa ional
Sciences
9
Mohammadi
e al. [38]
2023
An e alua i e e iew o he
use o a i icial in elligence in
public educa ion
AI, Educa ion, Lea ning, e alua i e e iew
Educa ional
Technologies in
Lea ning
10
Nade [39]
2022
The use o a i icial
in elligence in educa ion and
lea ning based on a sys ema ic
li e a u e e iew
AI, Educa ion, Lea ning, Communica ion and
in e ac ion, Pe sonaliza ion in eaching and
lea ning, In e ac i e sys ems based on a i icial
in elligence, In e ac ion be ween indi iduals and
educa ional sys ems, P o ide pe sonalized
guidance, Imp o ing lea ning
Dynamic
Managemen and
Business
Analysis
11
Baya [40]
2022
The unc ions o a i icial
in elligence in he ield o
educa ion and ans e o
elec onic knowledge
AI, Elec onic educa ion, In o ma ion
Technology, Elec onic da a ans e and aining,
Technological ad ancemen , Technology
A man
P ocessing
Qua e ly
12
Soleimanikia
e al. [41]
2021
A i icial in elligence in
educa ion and lea ning
AI, Educa ion, Lea ning, E ec i e echnology
in e ac ion, The ole o eache s, G ow h,
P og ess, Flexible educa ional p ocess, Indi idual
needs
Paya Shah
Specialized
Scien i ic
Mon hly
13
Za a i e al.
[11]
2021
An o e iew o he
applica ions o a i icial
in elligence and i ual eali y
in educa ion
A i icial in elligence, i ual eali y, Educa ion,
Technology, Complemen a y, Role o humans,
App op ia e design, Mo i a ion, emo ions,
P inciples, E hics, Sma p og am, Scien i ic and
echnological, P og ess, Educa ional ools
Educa ional
Measu emen
and E alua ion
S udies
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
6 / 16
Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025 7
14
Kazemi
Flou di [42]
2020
The use o a i icial
in elligence in educa ion and
lea ning
T aining, Lea ning, Sa ing money and Time,
Collabo a i e lea ning
Rushd Magazine
15
Meh pa sa
[43]
2020
A i icial in elligence and i s
applica ion in educa ion
P o iding adap i e educa ion, Accu a e eedback
om s uden s, Imp o ing he educa ional p ocess,
E ec i e lea ning expe ience
Managemen and
En ep eneu ship
S udies
16
Fahimi ad and
Ko mjani [44]
2018
An o e iew o he applica ion
o a i icial in elligence in
eaching and lea ning in
educa ional ields
C ea i i y, Imagina ion, Inno a ion, Skill-based,
new lea ning, Lea ning oppo uni y,
Technological ad ancemen
In e na ional
Jou nal o
Lea ning and
De elopmen
Ex e nal in es iga ions
17
Kassymo a e
al. [45]
2021
E hical p oblems o
digi aliza ion and a i icial
in elligence in educa ion: a
global pe spec i e
Digi al cul u e, lea ning echnology, social
ans o ma ion sys em, social sys em and cul u e
o ma ion, digi al addic ion, dehumaniza ion,
na cissism, dis us .
Pha maceu ical
Nega i e Resul s
18
Su, Ng and
Chu [46]
2021
A i icial in elligence (AI)
li e acy in ea ly childhood: he
challenges and oppo uni ies
AI cu iculum, Age-app op ia e ools, AI li e acy
Compu e and
Educa ion
A i icial
In elligence
19
Cian, e al.
[47]
2020
A i icial in elligence and
con e sa ional agen
e olu ion-a cau iona y ale o
bene i s and pi alls o
ad anced echnology in
educa ion
AI, Ad an ages and Disad an ages o Ad anced
Technology in Educa ion,
Jou nal o
In o ma ion,
Communica ion
and E hics in
Socie y
20
Kizlicec [48]
2020
To ad ance AI use in
educa ion, ocused on
unde s anding educa o s
P og ess o cogni i e science, P o ound social
impac , Ra ional and cul u al ac o s, Academic
achie emen s, Technology accep ance, T us
In e na ional
jou nal o
a i icial
in elligence in
educa ion,
Ad ance online
publica ion
21
Kamalo e
al. [49]
2018
New e a o a i icial
in elligence in educa ion:
owa d a sus ainable
mul i ace ed e olu ion
Deep lea ning, Con idence and sus ainable
de elopmen , Collabo a i e lea ning, Quali y
educa ion, AI li e acy, Educa ion e hics, Pa o
he cu iculum, Nega i e aspec s, E hical issues,
Au oma ed g ading sys em
Jou nal o
Sus ainabili y
22
Limna e al.
[50]
2018
A e iew o a i icial
in elligence (AI) in educa ion
du ing he digi al e a
S a egic and i al ac o in he de elopmen o
educa ion, Digi al assis an , S uden access o
educa ional ma e ials, Mo e e ec i e lea ning
ac i i y, Dis ance lea ning educa ion and
imp o emen , P i acy, Adap i e lea ning.
Ad ance
Knowledge o
Execu i es
23
K s ić, e al.
[51]
2017
A i icial in elligence in
educa ion: a e iew
Adap i e lea ning, S uden lea ning, Teaching
me hod, Pe sonaliza ion p ocess
Technics and
In o ma ics in
Educa ion
24
Tambuska
[14]
2021
Challenge and bene i s o 7
ways a i icial in elligence in
educa ion sec o
Educa ion and lea ning in he digi al age, Elemen
o academic p og ess, Pe sonaliza ion, Enhance
lea ning expe iences, P i acy issues, A i icial
in elligence (AI) de elopmen , Challenges and
bene i s
Re iew o
A i icial
In elligence in
Educa ion
25
Tapalo a and
Zhiyenbaye a
[52]
2021
A i icial in elligence in
educa ion: AIEd o
pe sonalized lea ning
pa hways
Pe sonalized e en s, In elligen agen s,
Pe sonalized lea ning pa hs, Pe sonal needs o
s uden s, Inc ease s uden engagemen ,
Psychological aspec s, Academic p og ess, Social
and economic li e
Elec onic
Jou nal o E-
lea ning
26
Seo, e al.
[53]
2020
The impac o a i icial
in elligence on lea ne -
ins uc o in e ac ion in online
lea ning
AI, Educa ion, Lea ning, Oppo uni ies and
Challenges, Impac on Communica ions, Quali y
and Quan i y, Responsibili y, Timely Suppo o
Lea ne s, Au onomy, Imp o emen o
Communica ions, P i acy, De elopmen o
Human Pa icipa ion, Educa ion and Awa eness,
C ea i i y, Inc easing lea ne s e lec ion
In e na ional
Jou nal o
Educa ional
Technology in
Highe
Educa ion
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
7 / 16
Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
8 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025
27
Sa as [54]
2020
A i icial in elligence and
inno a i e applica ion in
educa ion: he case o Tu key
Daily li e, Digi al compe ence o eache ,
Applica ion p og am, Lea ning habi s, Idea
gene a ion, C i ical hinking, B ains o ming,
Digi al compe ence p oblem
In o ma ion
Sys ems and
Managemen
Resea ch
28
Chen, Chen
and Lin [4]
2018
A i icial in elligence in
educa ion: a e iew
Pe sonalized cu iculum, Cu iculum, Imp o e he
quali y o educa ion, Enhance he expe ience,
Teache e ec i eness, Lea ning expe iences,
IEEE Access
29
G age and
Sha ma [55]
2018
Impac o a i icial in elligence
in special need educa ion o
p omo e inclusi e pedagogy
P omo ing educa ion wi h special app oaches,
Indi idual li e, Making s uden s' li es easie , Sa e
en i onmen o child en,
In e na ional
Jou nal o
In o ma ion and
Educa ion
Technology
30
Ikka [56]
2017
The impac o a i icial
in elligence on lea ning,
eaching, and educa ion
The impac o a i icial in elligence on lea ning,
eaching, and educa ion, Fu u e-o ien ed ac i i y,
AI de elope s, Economic and social impac s
Eu opean Union
31
Cassighol e
al. [57]
2021
A i icial In elligence ends in
educa ion: a na a i e
o e iew
Decoding s uden s' di icul ies, Social in e ac ion,
Agains social in e ac ion, Diagnosing eaching
and lea ning gaps, Lea ning p og ess, Quali y o
he educa ional p ocess, Con en de elopmen ,
Teaching me hods, Lea ning echnology
de elopmen
P ocedia
Compu e
Science
32
Li, e al. [58]
2021
Vi ual eali y and a i icial
in elligence suppo u u e
aining de elopmen
C ea i e lea ning p ocess, Economic educa ional
p ocess, A i icial in elligence (AI), Educa ional
de elopmen , The u u e
Pape p esen ed
a he 2017
Chinese
Au oma ion
Cong ess (CAC)
Table 3. Dimensions o he A i icial in elligence pa e n in he s uden s' educa ion p ocess
O e a ching
heme: inal
i e a ion
Key hemes:
I e a ion
dimensions
Key hemes: second
i e a ion
Key hemes: i s i e a ion
P elimina y hemes om quali a i e s udies
(A icle code)
The a i icial in elligence in he educa ion p ocess o s uden s
Knowledge
o AI
elemen s
Knowledge o
educa ional
app oaches
Imp o ing eaching me hods
[4], [15], [16], [30], [31]
Ad anced educa ion me hods
[3], [9], [12], [16], [19], [25], [29]
Applica ion o a i icial
in elligence in educa ion
[1], [6], [15]
Educa ion de elopmen
[16], [19], [21], [22], [29], [30]
Adap i e educa ion
[22]
E ec i e educa ion me hods
[3], [11], [22], [23], [28]
Ad anced educa ion me hod
[3]
C ea i e educa ion
[26], [32]
Quali y o educa ion
[1], [2], [5], [6], [11], [21], [26], [28], [31]
Knowledge o lea ning
app oaches
E ec i e lea ning
[1], [2], [5], [6], [11], [21], [28], [31]
Teaching-lea ning
[2]
C ea i e lea ning
[11]
Collabo a i e lea ning
[4], [21], [25], [26], [27]
Adap i e lea ning
[22], [23]
Knowledge o p og am
space and loca ion
Educa ional en i onmen
[6], [22]
Sa e educa ional en i onmen
[29]
knowledge o e ec i e
lea ning
Lea ning e iciency and
p oduc i i y
[5], [6]
E ec i e lea ning
[1], [6], [8]
knowledge
Educa ional impac on
lea ne
Inc ease a ac i eness
[8], [11]
Focus and A en ion
[5]
Scien i ic ad ancemen
[5], [6], [13], [24], [25], [33]
Ele a ion o hough
p ocesses
[5]
knowledge o lea ning
pe cep ion
Pe sonal lea ning expe iences
[3], [28]
Imp o ing lea ning me hods
[5], [8], [10]
Pace and dep h o lea ning
[31]
Pe sonalized educa ion
[3], [4], [10]
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
8 / 16
Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025 9
pe sonalized lea ning pa h
[7], [10], [23], [25]
Pe sonalized se ices
[3], [5], [6], [7], [11], [16], [23], [24], [25], [28]
Pe sonalized expe ience
[5]
Knowledge
o planning
Knowledge o
planning
Planning
[8], [11], [27]
P ope planning and design
[11], [13]
knowledge o
cu iculum
AI cu iculum
[11], [18], [21], [27], [28]
P ope cu iculum and design
[11], [19]
Humanis ic
knowledge
Emo ional li e acy
Emo ions
[13]
Flexibe
[12]
E hics
[3], [21]
Knowledge o
mo i a ion
Mo i a ion
[1], [13]
Knowledge o
c ea i i y
C ea i i y
[4], [16]
Knowledge o
in e ac ion
Ins uc o in e ac ion
[7], [10]
Indi idual in e ac ion wi h
social media
[10], [12]
S uden s in e ac ion
[4], [10], [12]
Con ex ual
knowledge
Knowledge o cul u e
Cul u e and a i ude o socie y
[1], [17]
Digi al cul u e
[17]
Ra ional and cul u al ac o s
[20]
Social knowledge
Social sys em
[18]
Social in e ac ion
[12], [26], [31]
Signi ican socie al in luence
[20]
Knowledge o
p o essional skill
AI in o ma ion li e acy
[18], [21], [24]
AI Knowledge
[18], [21]
Skill in using AI
[16]
Me a-
knowledge
Pe cep ual knowledge
Au oma ion
[9]
Sel - egula ion
[17], [20], [26]
Sel -con ol
[1]
Knowledge
expe ience-based
P o essional expe ience
[28]
Lea ning expe iences
[15], [24]
Knowledge c ea i e
C ea i e hinking
[18]
Technological
knowledge
Technological knowledge
[20]
Knowledge o ad ancemen s
Technology
[11], [26]
A i udinal
knowledge
Posi i e ou look
Time managemen
[1], [14], [19]
Economic managemen
[14], [19], [25], [30], [32]
In ini e in ime and space
[6], [19]
Nega i e ou look
Main aining e hical issues
[3], [7], [12], [19], [21]
P i acy p o ec ion
[4], [19], [20], [22], [24], [26]
Addic ion dIgi al
[17], [19]
S ep 6. P esen a ion o indings
The esea che mus be p epa ed o change p e ious
s ages h oughou he me a-syn hesis p ocess. I is also
impo an o each s age's e lec ions o be e iden in he
p e ious s ages o he me a-syn hesis. In his esea ch,
e hical conside a ions ega ding hones y and in eg i y
ha e been s ic ly adhe ed o in he analysis and
desc ip ion o he indings and in p ese ing he
au hen ici y o he ex s. This includes ensu ing accu a e
ep esen a ion o he o iginal esea ch s udies and
a oiding any misin e p e a ions o mis ep esen a ions o
he da a.
Resul s
The me a-syn hesis me hod is aluable o le e aging
exis ing quali a i e esea ch o de elop new heo ies.
Concep ual models and heo e ical amewo ks can se e
as aluable ools o enhancing s uden s' unde s anding
o a i icial in elligence in he educa ional p ocess. By
me a-syn hesis o p e ious heo e ical and esea ch
indings (pe o ming he s ages o coding and axial
coding), he inal classi ica ion and anking a e ex ac ed
as a pa e n, as shown in Figu e 3. This AI amewo k
o s uden educa ion can be ca ego ized and in eg a ed
in o six b oad dimensions: knowledge o AI elemen
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
9 / 16
Mazlomi e al
.
: P esen ing a comp ehensi e pa e n o a i icial in elligence in he s uden s' educa ion p ocess
16 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025
54. Sa aş S. A i icial in elligence and inno a i e
applica ions in educa ion: he case o Tu key. Jou nal o
In o ma ion Sys ems and Managemen Resea ch.
2021;3(1):14-26.
[h ps://doi.o g/10.13140/RG.2.2.21661.84963]
55. Ga g S, Sha ma S. Impac o a i icial in elligence in
special need educa ion o p omo e inclusi e pedagogy.
In e na ional Jou nal o In o ma ion and Educa ion
Technology. 2020;10(7):523-7.
[h ps://doi.o g/10.18178/ijie .2020.10.7.1418]
56. Ilkka T. The impac o a i icial in elligence on
lea ning, eaching, and educa ion. Eu opean Union;
2018. [h ps://dx,doi.o g/10.2760/12297]
57. Chassignol M, Kho osha in A, Klimo a A,
Bilya dino a A. A i icial In elligence ends in
educa ion: A na a i e o e iew. P ocedia Compu e
Science. 2018;136:16-24.
[h ps://doi.o g/10.1016/j.p ocs.2018.08.233]
58. Li M, Li L, Jiao R, Xiao H. Vi ul eali y and
a i icial in elligence suppo u u e aining
de elopmen . In 2017 Chinese Au oma ion Cong ess
(CAC). 2017:416-419.
[h ps://doi.o g/10.1109/CAC.2017.8242803]
59. Mondal K. A Syne gy o A i icial In elligence and
Educa ion in he 21 s Cen u y Class ooms. In2019
In e na ional Con e ence on Digi iza ion (ICD) 2019
No 18 (pp. 68-70). IEEE.
[h ps://doi.o g/10.1109/ICD47981.2019.9105727]
60. Ami Khaninia M, Tawhidi P, Ami zamani S.M.
In es iga ing he e ec o a i icial in elligence on he
academic ad ancemen o s uden s o Ku d gi ls'
echnical and oca ional college. Qua e ly Jou nal o
New Resea ch App oaches in Managemen and
Accoun ing. 2024;8(92):847-858. [Online] A ailable
om: h ps://majou nal.i /index.php/ma/a icle/ iew/2521
[Accessed: May. 4, 2025].
61. S anica I, Dascalu MI, Bodea CN, Moldo eanu AD.
VR job in e iew simula o : whe e i ual eali y mee s
a i icial in elligence o educa ion. In 2018 Zooming
inno a ion in consume echnologies con e ence
(ZINC). 2018;30:9-12.
[h ps://doi.o g/10.1109/ZINC.2018.8448645]
62. Pham TV, Nguyen AT, Ngo TD, Le DH, Le KC,
Nguyen TH, Le HQ. P oposed sma uni e si y model as
a sus ainable li ing lab o uni e si y digi al
ans o ma ion. In2020 5 h In e na ional Con e ence on
G een Technology and Sus ainable De elopmen
(GTSD) 2020 No 27 (pp. 472-479). IEEE.
[h ps://doi.o g/10.1109/GTSD50082.2020.9303086]
63. Mondal A, Mukhe jee A, Ga ain U. In elligence
u oing by diag am econgni ion. Ad ances in
In elligence Sys ems and Compu ing. 2019;727:141-
149. [h ps://doi.o g/10.1007/978-981-10-8863-6_15]
64. Mik opoulos TA, Na sis A. Educa ional i ual
en i onmen s: a en-yea e iew o empi ical esea ch
(1999–2009). Compu e s & educa ion. 2011;56(3):769-
80. [h ps://doi.o g/10.1016/j.compedu.2010.10.020]
65. Guilhe me A. AI and educa ion: he impo ance o
eache and s uden ela ions. AI & Socie y. 2019;34:47-
54. [h ps://doi.o g/10.1007/s00146-017-0693-8]
66. Salim M.A, Rajabiyah N. Impac o A i [icial
In elligence on Islamic Educa ion: E ec i eness,
Inno a ion, and Socio Cul u al In luence. AEI.
2025;1(3):101-12. [Online]. A ailable om:
[h ps://doi.o g/10.69725/aei. 1i3.185]
67. Salas-Pilco SZ, Yang Y. A i icial in elligence
applica ions in La in Ame ican highe educa ion: a
sys ema ic e iew. In e na ional Jou nal o Educa ional
Technology in Highe Educa ion. 2022;19(1):21.
[h ps://doi.o g/10.1186/s41239-022-00326-w (C13)]
68. Chen X, Xie H, Zou D, e al. Applica ion and heo y
gaps du ing he ise o a i icial in elligence in educa ion.
Compu e s and Educa ion: A i icial In elligence.
2020;1:100002.
[h ps://doi.o g/10.1016/j.caeai.2020.100002 (C34)]
69. Bali MM, Kumalasani MP, Yunilasa i D. A i icial
in elligence in highe educa ion: Pe spicaci y ela ion
be ween educa o s and s uden s. Jou nal o Inno a ion in
Educa ional and Cul u al Resea ch. 2022;3(2):146-52.
[h ps://doi.o g/10.46843/jiec . 3i2.88]
70. Villegas-Ch W, Palacios-Pacheco X, Román-
Cañiza es M. An in e ne o hings model o imp o ing
p ocess managemen on uni e si y campus. Fu u e
In e ne . 2020;12(10):162.
[h ps://doi.o g/10.3390/ i12100162 (C41)]
71. Ka sen i T. The u gen need o p epa e eache s o
omo ow’s schools. Fo ma ion e p o ession.
2019;27(1). [h ps://doi.o g/10.18162/ p.2019.a166]
72. Liang W. De elopmen end and hinking o
a i icial in elligence in educa ion. In2020 In e na ional
Wi eless Communica ions and Mobile Compu ing
(IWCMC) 2020 Jun 15 (pp. 886-890). IEEE.
[h ps://doi.o g/10.1109/IWCMC48107.2020.9148078]
[ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
Powe ed by TCPDF (www. cpd .o g)
16 / 16