Education is another field which generative artificial intelligence has made its way into, intervening in students’ learning processes. This article explores students’ perspectives on the use of generative AI tools, specifically ChatGPT-3.5 (free version) and ChatGPT-4 (with a subscription). The results of the survey revealed a correlation between the use of ChatGPT and the perception of grade improvement by students. In addition, this article proposes an architecture for an adaptive learning system based on generative artificial intelligence (AI). To develop the architectural proposal, we incorporated the results of the student survey along with insights gained from analyzing the architectures of other learning platforms. The proposed architecture is based on a study of adaptive learning platforms with classically virtual assistants. The main question from which the current research started was how artificial intelligence can be integrated into a learning system to improve student outcomes based on their experience with generative AI. This has been sectioned into two more specific questions: 1. How do students perceive the use of generative artificial intelligence tools, such as ChatGPT, in enhancing their learning journey? 2. Is it possible to integrate generative AI into a learning system used in education? Consequently, this article concludes with a proposed architecture for a learning platform incorporating generative artificial intelligence technologies. This article aims to present a way to understand how generative AI technologies support education and contribute to improving academic performance.

This article introduces sequential strategies regarding the way to use artificial intelligence as a learning facilitator for both teachers and students while preserving ethics and the legislative norms launched. Learning solutions are proposed to be used both by students, to study at school, but also at home, and by teachers to meet all the needs of students. The intelligent systems that are in general proposed to be part of the educational process can be designed so that the norms of ethics and responsibility are taken into account and as many actors involved in the educational environment, whether they are teachers, students, people who run educational institutions or decide to country level to be as it embraces with a much higher level of confidence artificial intelligence learning systems. For this work, a qualitative analysis was carried out to answer the question of how learning systems implemented with artificial intelligence should be built so that ethical principles are not neglected. While ensuring a sustainable environment. Specifically, a review of academic articles was conducted to highlight the concerns and importance of artificial intelligence in education. An analysis was also made of documents produced by specialised institutions such as the Organisation for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organisation (UNESCO), U.S. Department of Education, World Economic Forum, European Commission, European Parliament, Council of the European Union, and The Institute for Ethical AI in Education on the topic of ethics in artificial intelligence and and the guidelines outlined for building ethical systems and including sustainability. In the conclusion section of the article, admissions are made that there is necessary support from the institutions, so it is still possible to make educational systems with artificial intelligence that respect ethical norms and pay attention to sustainability.