Review Article

The integration of generative artificial intelligence in secondary education: A systematic review

Héctor Pérez-Montesdeoca 1 * , Daniel Rodriguez-Rodriguez 1 * , Aitana Fernández-Sogorb 2
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1 Universidad Europea de Canarias, Faculty of Social Sciences, Canary Islands, SPAIN2 University of Alicante, Alicante, SPAIN* Corresponding Author
Contemporary Educational Technology, 18(3), July 2026, ep667, https://doi.org/10.30935/cedtech/18746
Published: 12 June 2026
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ABSTRACT

In recent years, the emergence of generative artificial intelligence (GenAI) has reshaped multiple domains of human knowledge, including education, giving rise to an emerging field of study that still lacks conceptual and empirical systematization—particularly at the secondary education level. Despite growing interest in exploring its pedagogical potential, existing studies remain fragmented, methodologically uneven, and often rooted in experimental or anecdotal contexts, which hinders the development of a robust evidence base regarding its actual impact on learning. In response to this situation, the present study conducts a systematic review of recent scientific literature with the aim of identifying the main uses of GenAI in secondary education and examining the improvements these uses bring to teaching and learning processes. The review follows the PRISMA protocol and includes a total of 33 studies selected based on explicit inclusion criteria, focusing on experiences involving generative tools. The findings reveal a diverse range of approaches to GenAI integration, with a predominance of applications in written production, STEM problem-solving, creative stimulation, and automated feedback—most of which are initiated by teachers and implemented in isolated or experimental settings. The review also identifies significant improvements in areas such as student motivation, autonomy, critical thinking, and digital competence. However, methodological limitations and gaps in pedagogical integration are also noted. These findings underscore the need to move towards more integrated and sustained pedagogical models and highlight the urgency of strengthening longitudinal and theoretically grounded research to gain deeper insights into the educational implications of this emerging technology.
Keywords: applications, benefits, educational technology, emerging technology, innovation

CITATION (APA)

Pérez-Montesdeoca, H., Rodriguez-Rodriguez, D., & Fernández-Sogorb, A. (2026). The integration of generative artificial intelligence in secondary education: A systematic review. Contemporary Educational Technology, 18(3), ep667. https://doi.org/10.30935/cedtech/18746

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