The aim of this study is to present, based on a systematic review of the literature, an analysis of the impact of the application of the ChatGPT tool in education. The data were obtained by reviewing the results of studies published since the launch of this application (November 2022) in three leading scientific databases in the world of education (Web of Science, Scopus and Google Scholar). The sample consisted of 12 studies. Using a descriptive and quantitative methodology, the most significant data are presented. The results show that the implementation of ChatGPT in the educational environment has a positive impact on the teaching–learning process, however, the results also highlight the importance of teachers being trained to use the tool properly. Although ChatGPT can enhance the educational experience, its successful implementation requires teachers to be familiar with its operation. These findings provide a solid basis for future research and decision-making regarding the use of ChatGPT in the educational context.

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

Artificial intelligence (AI) and computational sciences have aroused a growing interest in education. Despite its relatively recent history, AI is increasingly being introduced into the classroom through different modalities, with the aim of improving student achievement. Thus, the purpose of the research is to analyse, quantitatively and qualitatively, the impact of AI components and computational sciences on student performance. For this purpose, a systematic review and meta-analysis have been carried out in WOS and Scopus databases. After applying the inclusion and exclusion criteria, the sample was set at 25 articles. The results support the positive impact that AI and computational sciences have on student performance, finding a rise in their attitude towards learning and their motivation, especially in the STEM (Science, Technology, Engineering, and Mathematics) areas. Despite the multiple benefits provided, the implementation of these technologies in instructional processes involves a great educational and ethical challenge for teachers in relation to their design and implementation, which requires further analysis from the educational research. These findings are consistent at all educational stages.

The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identified. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are found.

In recent times, Augmented Reality has gained more relevance in the field of education. This relevance has been enhanced due to its ease of use, as well as the availability of the technical devices for the students. The present study was conducted with students enrolled in the Pedagogy Degree in the Faculty of Education at the University of Seville. The objective was to understand the degree of technological acceptance of students during their interaction with the AR objects produced, the performance achieved by the students, and if their gender affected their acquisition of knowledge. For this, three data collection instruments were utilized: a multiple choice test for the analysis of the student's performance after the interaction, the Technology Acceptance Model (TAM) diagnostic instrument, created by Davis (1989), and an "ad hoc" instrument created so that the students could evaluate the class notes enriched with the AR objects created. The study has allowed us to broaden the scientific knowledge of the TAM by Davis, to understand that AR objects can be utilized in university teaching, and to know that the student's gender does not influence learning.