AI-ASSISTED TEACHING: COGNITIVE AND EMOTIONAL IMPACTS ON EDUCATIONAL WORK: A SYSTEMATIC REVIEW OF THE LITERATURE

Abstract

The integration of Artificial Intelligence (AI) into the educational context has profoundly transformed teaching practices, generating significant impacts on the cognitive and emotional dimensions of educational work. This article examines the effects of implementing AI tools in education, analyzing both the potential benefits and the emerging challenges for teachers and students. Through a systematic review of recent literature (2023–2025), we identified that AI can reduce teachers’ administrative workload by 20–40%, but it also introduces new stressors related to technological adaptation and ethical concerns. The results indicate that 82% of educators report a need for greater workload balance, while 44% experience frequent burnout. AI-mediated personalized learning has shown a 32.5% improvement in academic performance but raises questions about social isolation and technological dependence. We conclude that the responsible implementation of AI in education requires a balanced approach that preserves the human relationships essential to the educational process while leveraging the transformative potential of technology to improve learning outcomes and teacher well-being.