Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Book Chapter Faculty Publications- Book Chapter Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Baranidharan, S.; John, Shemily P.; Mohan, Chippy Title A name given to the resource AI-Driven Pedagogies and Learning Environments in Modern Education: A PRISMA-Based Systematic Review Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Navigating Barriers to AI Implementation in the Classroom;pp.267-298 Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.4018/979-8-3373-1827-1.ch011" target="_blank" rel="noreferrer noopener">https://doi.org/10.4018/979-8-3373-1827-1.ch011</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105013902441?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105013902441?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Baranidharan S., Christ University, Bangalore, India; John S.P., University College of Bahrain, Bahrain; Mohan C., Christ University, India Description An account of the resource This study examines the role of AI in education, focusing on its impact on teaching effectiveness, student engagement, and institutional adoption. A systematic literature review was conducted, analysed 97 peer-reviewed articles published between 2024 and 2025. The Preferred Reporting Items for Systematic Reviews (PRISMA) framework was employed to ensure the rigorous selection and analysis of relevant studies. The findings indicate that AI enhances learning experiences by enabling adaptive learning environments, automating administrative tasks, and improving assessment accuracy. However, challenges such as algorithmic biases, data privacy concerns, lack of AI literacy among educators, and unequal access to AI tools pose significant barriers. Literature emphasised the need for structured AI training programs for teachers, while ethical considerations in AI-driven assessments. The study recommends the development of AI literacy programs for educators, policy frameworks to ensure ethical AI implementation, and improved digital infrastructure to bridge the accessibility gap. 2025 by IGI Global Scientific Publishing. All rights reserved. Publisher An entity responsible for making the resource available IGI Global Relation A related resource ISBN: 979-833731829-5; 979-833731827-1; Language A language of the resource English Type The nature or genre of the resource Book chapter Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online