Generative artificial intelligence within the educational landscape: a scoping review

Abstract

Generative artificial intelligence (GenAI) tools have gained prominence in the current context, especially after the launch and widespread utilization of ChatGPT, and have affected school dynamics. The objective of this study was to conduct a scoping review of GenAI in Basic Education, particularly in High School, through a systematic literature review of published scientific articles present in the collections of the Capes Journal Portal, Scielo, and Google Scholar, which contained the expression “generative artificial intelligence.” Among the results obtained, the risks and potential contributions that generative AI can bring to the educational context stand out, emphasizing the need for broad participation of the school community in current and future debates, especially about the regulation of the tools, as well as the adequate teacher and student training for responsible and critical use. It is concluded that the integration of generative AI into education must be equitable and ethical, ensuring that it can enrich the educational process.