The Research Dialogue

Author(s): Shilpa Goswami¹, Dr.Riyanka Singh²

DOI: https://doi.org/10.64880/theresearchdialogue.v5i2.64

Abstract

This chapter presents a literature review examining the use of Generative Artificial Intelligence (GenAI) in secondary education. Drawing on recent systematic reviews and empirical studies, it examines GenAI’s applications for both students and teachers, including personalised learning, feedback, content generation, and instructional planning, alongside concerns such as over-reliance, reduced independent thinking, and diminished assessment validity. The review situates these debates within the distinctive demands of secondary schooling, where students are consolidating independent learning habits and preparing for high-stakes assessment, and considers pedagogical and institutional implications, including the need for AI literacy, redesigned assessment practices, and adequate teacher preparation, together with GenAI’s emerging role within the Indian educational context. The review concludes that GenAI’s educational value is conditional rather than fixed, depending on whether its use supports or substitutes for students’ own thinking, and identifies persistent gaps around long-term learning outcomes, classroom implementation, and equity of access that inform the empirical investigation undertaken in the remainder of this thesis.

Keywords: Generative Artificial Intelligence; Secondary Education; K-12; ChatGPT; Academic Integrity; AI Literacy; India

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