The main findings are as follows: (a) AI benefits

The gap

Evidence profile

Stated in the limitations and future work and abstract and inline gaps and cells future research sections of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 5 journals. Those papers have been cited 12 times in total.

Supporting evidence — 6 representative gaps

• Bridging minds and machines: perception of artificial intelligence in scientific writing across Latin America (2026) · Frontiers in Education · doi

  Overall, the study contributes to the growing literature on AI in higher education by showing that favorable acceptance of AI can coexist with in autonomous and critically regulated performance. This finding is theoretically important because it suggests that the educational challenge is not simply adoption, but the quality of integration. Framed in this way, AI should not be understood as an inherently effective enhancer of writing performance, but as a mediating resource whose pedagogical value depends on how students appropriate it within self regulated learning processes.

  generalstated in limitationsevidence 5/5
  Keywords: regulated performance overall contributes growing literature higher education showing favorable acceptance coexist autonomous critically nding
• Technological Evolution, Educational Transformation and the Promise of Artificial Intelligence (2026) · African Journal of Education and Practice · doi

  AI will make learning easier Learners will over-rely on AI for everything AI will make learning individualized AI will make learning enjoyable AI will increase cheating in exams 315 315 AI will improve memory 315 All information given by AI is accurate 315 Scale: 1 = Strongly disagree 2 = Disagree 3 = Undecided 4 = Agree N Minimum Maximum Mean Std Deviation 315 315 3.71 4.75 1.49 1.04 1 1 5 5 5 5 5 5 4.15 3.50 4.54 2.45 1.87 1.33 1.50 1.24 1.43 1.26 1 1 1 1 67 African Journal of Education and Practice ISSN 2519-0296 (Online) Vol.12, Issue 2, No.4, pp 52 - 78, 2026 www.iprjb.org 5 = Strongly Agree Table 3 above shows students’ predictive perspectives regarding the effect of AI on learning. Considering the second statement, “Learners will over-rely on AI for everything” the mean score was 4.75 out of 5.00, indicating a strong agreement among respondents. The over-reliance on AI could be the one making the respondents to score 2.45 (disagreement) for the item: AI will improve memory. This suggests that with time, students who over-rely on AI may not handle complex tasks that require their memory. The above findings confirm Khanzode’s and Sarode’s (2020) argument that AI has increased technological dependence. The over-reliance on AI can make the students lazy, and with weak thinking capacity and low in problem solving skills (Seng, Li, & Cheong, 2025 and Bhosale et al., 2020). Regretably, this is likely going to cause a drag to future generations, who would be mechanical thinkers and low in confidence (Bit, Biswas, & Nag, 2024 and Gocen & Aydemir, 2020). Similarly, Al-Huwail, Al-Hunaiyyan, Alainati and Alhabshi (2025) argued in their research report that the impact of AI on Pakistani and Chinese culture accounts for 68.9% of human laziness. Moreover, Thoutam (2015) in a study titled: Pros and cons of artificial intelligence and supported by Naik (2023) are predicting that due to massive dependence on AI and with AI tools becoming more intelligent, humanity might lose the sense of purpose in life and face severe negative consequences for human cognition.

  generalstated in future workevidence 5/5
  Keywords: make learning rely memory students learners everything improve strongly disagree agree mean score respondents reliance
• Technological Evolution, Educational Transformation and the Promise of Artificial Intelligence (2026) · African Journal of Education and Practice · doi

  AI will make teaching easier AI will fasten content coverage AI will increase the demand for teachers AI is likely to make teachers lazy N Minimum Maximum Mean Std Deviation 315 315 315 3.50 3.57 2.12 1.51 1.42 1.44 1 1 1 5 5 5 315 1 5 3.75 1.43 Results in Table 4 above indicate that since the respondents scored 3.50 on the items “AI will make teaching easier” it implies that the respondents agreed with the statement. This finding agrees with Fitria’s (2021) finding in a study which explored how AI tools influence teaching and learning and found that teachers could save more energy and focus more on non-systematic work to create a more golden generation with good character and intelligent. This is in line with Allam et al’s (2023) argument that technology may assist instructors in reallocating some of their time to student learning by spending less time on repetitive tasks but take more time to interact with their students on a deeper level. Similarly, Bit et al., (2024) in their study found that AI systems can boost productivity, free up teacher’s time, and deliver more precise and consistent feedback. International Bank for Reconstruction and Development/The World Bank (2024) support this by arguing that AI technology has the potential to empower teachers to be more effective, efficient and responsive to the diverse needs of their students. This will eventually improve teaching efficiency (Seng, et al., 2025). Another theme that emerged from the interview is that AI will make teaching easy. This is exemplified by the following excerpt from one interviewee: “AI will make teaching easy because you can use it to make professional documents, set exams and get answers. This has made teaching simpler” (INT6). This is confirmed by questionnaire results on the item: AI will make teaching easier, which scored 3.50, implying that respondents agreed with the statement. The interview and questionnaire findings confirm the findings by Jaca (2024) and Mulyani, Istiaq, Shauki, Kurniati and Arlinda (2025) who argued that AI significantly enhances teaching performance by improving ease of use, usefulness and students’ learning outcomes. Another theme that emerged from the interview concerns laziness. One interviewee stated: “Teachers may not put in more effort if they discover that learners are using AI” (INT3). This was confirmed by the FGDs. In FGD2 one respondent stated: “Over-reliance on AI will make teachers lazy such that they cannot consult other materials and therefore students may not receive the right information”. The questionnaire results confirm interview and FGD results because the questionnaire respondents scored 3.75 on the item: AI is will make teachers lazy. Hence, questionnaire respondents agreed that AI will make teachers lazy.

  generalstated in future workevidence 5/5
  Keywords: make teaching teachers respondents questionnaire lazy time students interview easier scored agreed learning statement finding
• Teachers’ perceptions of artificial intelligence in Colombia: AI technological access, AI teacher professional development and AI ethical awareness (2025) · Technology Pedagogy and Education · cited 12× · doi

  The main findings are as follows: (a) AI benefits teachers by facilitating and providing virtual assistance, (b) the challenges are the limited knowledge about AI and a lack of resources, (c) the concerns reported are that AI may hinder students’ development of critical thinking and problem-solving skills, and (d) ongoing professional development for integrating AI in education is suggested.

  generalstated in abstractevidence 5/5
  Keywords: development main follows benefits teachers facilitating providing virtual assistance challenges limited knowledge lack resources concerns
• Reading With, Not Through, AI: A Human-Centered Framework for Multimodal Literature Education (2026) · Review of Artificial Intelligence in Education · doi

  A third direction is teacher education: preservice and practicing teachers could be studied as they design MEBI tasks, revealing which forms of AI literacy are most difficult to translate into classroom instructions. First, the framework has not yet been tested with students in a controlled or naturalistic classroom study; no claim of effectiveness, learning gain, or transfer is therefore warranted. Fifth, scalability remains uncertain.

  generalstated in inline gapsevidence 5/5
  Keywords: classroom third direction teacher education preservice practicing teachers studied design mebi tasks revealing forms literacy
• Revista Académica Creatividad e Innovación en Educación (CIE Academic Journal) (2026) · Revista Académica Creatividad e Innovación en Educación · doi

  The study suggests that future research should focus on the development of new skills and competencies for educators to effectively integrate AI in their teaching practices. - The paper also suggests that future research should explore the potential impact of AI on education in different contexts and countries. - The study notes that there is a need for more research on the ethical implications of AI in education.

  generalstated in cells future researchevidence 5/5
  Keywords: study suggests future research focus development new skills

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