Presenting a comprehensive pattern of artificial intelligence in the students' education process: Meta-synthesis approach based on the Erwin Model

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. 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[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. 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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. 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