Generative artificial intelligence in the creation of digital resources in education: Systematic review

Abstract

Generative artificial intelligence is reshaping the way digital educational resources are produced. This article presents a systematic review examining 25 studies published between 2021 and 2026, indexed in Scopus, Web of Science, SciELO, and international and Peruvian regulatory frameworks, following the PRISMA method. A paradox was identified in Peru: Law No. 31814, Supreme Decree No. 115-2025-PCM, and the ENIA 2026–2030 strategy is aligned with UNESCO's recommendations on artificial intelligence ethics. However, this alignment has barely been reflected in classroom practice. From the analysis of the selected research identified three key barriers: teacher training proved insufficient in 88% of cases; significant gaps in infrastructure and connectivity were recorded in 72% of cases; and the majority of schools lacked clear ethical policies regarding the use of these tools, representing 76% of cases. The authors concluded that generative artificial intelligence proved useful for designing digital resources only when teacher mediation was present, when students demonstrated digital literacy and critical thinking skills, and when institutions established policies and standards ensuring equity and transparency.