Generative Artificial Intelligence to Support Autonomous Learning in Secondary School Students: Pedagogical Opportunities and Challenges

Abstract

Generative artificial intelligence (AGI) represents a significant transformation in contemporary educational environments. This article presents a systematic review of the recent literature on the use of HAIs as a tool to support autonomous learning in secondary school students. Using the PRISMA approach, publications between 2019 and 2024 were analyzed in recognized academic databases. The findings reveal that technologies such as ChatGPT have favored the development of metacognitive skills, the personalization of learning, and access to immediate feedback. However, challenges such as technological dependence, lack of critical judgment in the use of these tools, and the urgent need for teacher training and clear ethical frameworks also emerge. It is concluded that IAG has a high potential to promote autonomous learning, provided that its integration is based on solid pedagogical principles, digital ethics and a critical vision of its application in school contexts.