Artificial Intelligence in Smart Classrooms: A Systematic Literature Review of Applications, Dimensions, and Teacher Roles

Identificador:  imarina:9632954

Handle: https://hdl.handle.net/20.500.11797/imarina9632954

Autores:  Llurba C; Fretes G; Martínez-Ballesté A; Palau R

Resumen:
The integration of Artificial Intelligence (AI) into smart classrooms (SCs) has accelerated in recent years, fostering new forms of interaction, personalization, and data-driven educational decision-making. Despite this growing interest, the literature remains conceptually fragmented, particularly regarding how AI is integrated across the technological, pedagogical, and environmental dimensions of SCs. This systematic literature review aims to provide a structured synthesis of how AI is integrated into SC contexts, their main functions, their relation to these three dimensions, and the teacher’s role in the system. Following PRISMA guidelines, peer-reviewed studies published between 2021 and 2026 were selected from Web of Science and Scopus, yielding a final corpus of 29 studies. The findings showed that AI integration is mostly concentrated in the technological dimension. The pedagogical dimension is linked to personalization, active learning, formative assessment, and instructional adaptation, while the environmental dimension is less developed. Teachers remain central actors who integrate technological tools, interpret the generated data, and mediate pedagogical decisions. Overall, AI-supported SCs are not only defined by technology but also by pedagogical use and teacher mediation.