Artificial Intelligence in Adolescent Learning: Implications for Academic Integrity and Critical Thinking

Abstract

Artificial Intelligence (AI) has become an important tool in this contemporary world for its efficiency and creativity. This systematic literature review (SLR) follows the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework and emphasizes developing institutional guidelines and pedagogical frameworks for promoting the use of AI. Sixteen peer-reviewed published articles between 2016 and 2025 were analyzed from the databases, including Google Scholar, Web of Science, Scopus and IEEE. The evidence shows that AI tools such as plagiarism detectors, intelligent tutoring systems, adaptive learning platforms, automated grading software, and chatbots are widely applied in various settings. Moreover, AI has impacted students’ motivation, engagement, confidence, and ethical behaviour. Some of the key supports include personalization, adaptability, and formative feedback, which motivate students and create better engagement. However, there are also weaknesses in academic dishonesty, bias, data privacy, and over-reliance on AI, which may challenge critical thinking and authenticity in learning. The analysis identifies the research gaps, including long-term cognitive and ethical effects in longitudinal and cross-cultural studies. It discusses the need for AI literacy programs for both teachers and students to integrate it into secondary education. Overall, AI offers transformative potential for adolescent learning, while the institutions demand careful implications to preserve integrity and foster genuine growth.Artificial Intelligence (AI)