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The Use of Artificial Intelligence in Learning and Teaching in Compulsory
Education: An Integrative Literature Review
Artificial intelligence (AI) has become a part of our everyday life, and when it comes
to education, different arguments for and against its use in educational practice are
emerging both in the public and in academia. We therefore wanted to examine what
the research conducted so far shows, with two objectives: (i) What types of research
on the use of AI in compulsory education have been conducted so far, and (ii) What
do the research findings on the use of AI in compulsory education show? To this end,
an integrative literature review based on the PRISMA protocol was conducted. The
literature search was carried out in the Scopus, Web of Science and ACM Digital Li-
brary databases using predefined inclusion and exclusion criteria. A total of 6 papers
were included in the final content analysis. The data collected were analysed using
the content analysis method. The results show that the use of AI in compulsory ed-
ucation is extremely under-researched. The results of existing research suggest that
pupils need to be enabled to actively participate in decisions about the use of AI in
learning and teaching, and that teachers‘ understanding of the role of AI in education
is an important factor in the integration of AI. The latter must naturally be supported
by the school management, and at the moment it seems a very sensible direction
for the school to work with external experts to empower teachers in this area. The
analysis also shows that the research has mostly been carried out on the basis of a
quantitative research approach, and it makes sense to continue with this approach
more intensively, as the results of this research are crucial both for (i) the design of
educational policy based on empirical evidence, and for (ii) the meaningful imple-
mentation of the use of AI in direct educational practice.
Keywords: artificial intelligence, compulsory education, education policy

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