Presenting a comprehensive pattern of artificial intelligence in the students' education process: Meta-synthesis approach based on the Erwin Model

Copyright © 2025 Zanjan University of Medical Sciences. Published by Zanjan University of Medical Sciences. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International license (https://creativecommons.org/licenses/bync/4.0/). Noncommercial uses of the work are permitted, provided the original work is properly cited. Presenting a comprehensive pattern of artificial intelligence in the students' education process: Meta-synthesis approach based on the Erwin Model Ali Mazlomi1, Hossien Momeni Mahmouei1, Ali Akbar Ajam2 1Department of Educational Sciences, Islamic Azad University, To.H.C., Torbat Heydariyeh, Iran 2Department of Educational Sciences, Payame Noor University, Tehran, Iran Article info Abstract Introduction Scholars have proposed numerous definitions of intelligence in the humanities, particularly in psychology. Researchers provide a distinct definition based on their studies. In everyday discourse, "intelligence" is frequently used to expedite our understanding of human behavior. Over the years, computer and information technology advancements have led to the development of artificial intelligence (AI). In modern terms, AI refers to a machine's ability to communicate, reason, and act independently in familiar and novel scenarios, similar to humans [1]. Life in the digital knowledge age is centered on technology, with AI technologies penetrating all aspects of life, including education [2]. AI represents the pinnacle of computer technology, innovation, and information and communication technology advancements. Recently, teaching and learning methods have undergone significant and widespread Article history: Received 27 Nov. 2024 Accepted 21 May. 2025 Published 13 Jul. 2025 . 2025 Mazlomi et al. J Med Edu Dev. 2025; 18(2): 1-16 Journal of Medical Education Development Background & Objective: Artificial Intelligence (AI) is transforming education by taking on tasks once reserved for humans, resulting in a revolution in the field. This study provides a comprehensive analysis of the components and indicators of AI in the students' education process. Materials & Methods: This study employed a qualitative meta-synthesis approach, following the model proposed by Erwin et al. (2011). A total of 244 articles were included, consisting of scientific papers published in reputable journals such as PubMed and others, covering the years 2014 to 2023 and focusing on the role of AI in the educational process of students. A purposive sampling method was used to select 32 qualitative studies from these 244 articles. Data were collected through qualitative analysis of the documents. Scott's (2012) coding method was used to ensure the coding process's reliability, as MacHie (2012) recommended. The inter-rater reliability was calculated at 85.4%. Results: Based on the analysis of the selected qualitative studies, the components of artificial intelligence in the students' education process were categorized into six major dimensions and 21 sub-components. The identified dimensions include: (1) Knowledge of AI Elements (e.g., educational and learning approaches, program structure, effective learning strategies, educational impact, and learning perception), (2) Planning Knowledge (e.g., curriculum design and educational planning), (3) Humanistic Knowledge (e.g., emotional literacy, motivation, creativity, and interpersonal interaction), (4) Contextual Knowledge (e.g., understanding of culture, social context, and professional skills), (5) Meta-Knowledge (e.g., perceptual insight, experience-based learning, creative cognition, and technological proficiency), and (6) Attitudinal Knowledge (e.g., learners' positive or negative attitudes toward AI in education). Conclusion: Based on the findings, effectively applying AI in the educational process requires attention to several key elements. These include AI literacy, planning knowledge, humanistic knowledge, contextual knowledge, meta-knowledge, and attitudinal knowledge for learners across all fields. Keywords: meta-synthesis, artificial intelligence, education process, student *Corresponding author: Ali Mazlomi, Department of Educational Sciences, Islamic Azad University, Torbat Heydariyeh Branch, Torbat Heydariyeh, Iran Email: [email protected] Original Article How to cite this article: Mazlomi A, Momeni Mahmouei H, Ajam AA. Presenting a comprehensive pattern of artificial intelligence in the students' education process: Meta-synthesis approach based on the Erwin Model. J Med Edu Dev. 2025; 18(2): 1-16. [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 1 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process 2 Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 technological advancements [3], as exemplified by the use of AI in education [4]. This has led to advancements in innovations related to digital content development using AI technology [5]. AI's primary goal is to optimize routine processes, enhancing speed and efficiency. As a result, the number of AI applications and services continues to grow worldwide [6]. Since 2020, Iran has launched a Smart School program to leverage advanced technologies such as AI, machine learning, and virtual reality to improve teaching and learning. The program includes providing technological equipment, developing intelligent educational systems, and providing technical support for schools. Preliminary results suggest that this initiative has significantly improved the quality of education, boosting student engagement and enhancing overall educational efficiency [7]. This innovative approach to teaching and learning is expanding rapidly. AI in education holds immense potential for transforming the learning and teaching process. By providing personalized learning experiences, intelligent recommendations, and immediate feedback, AI can empower educators to better understand the learning process and offer students a more effective learning experience [8]. These technologies provide new capabilities, enabling teachers and students to revolutionize the teaching and learning process more efficiently and effectively [9]. By utilizing these technologies, teaching methods are improved, and students gain a deeper understanding of concepts; consequently, the quality of education is enhanced and more knowledgeable and successful students are cultivated. For instance, AI can deliver personalized learning experiences, while virtual reality can create interactive educational environments [10]. Although this technology cannot replace the essential role of teachers in education, when used in conjunction with training for expert educators, it can enhance learner engagement, facilitate timely feedback from teachers, and tailor the learning process across various subjects [11]. Therefore, in a rapidly changing world, digital technology significantly impacts all societies. New forms of technology are constantly emerging, shaping our lives and captivating young people. As a result, schools have no choice but to make room for digital technology [12]. AI provides numerous benefits for both teachers and students. AI applications enable students to study independently at their own pace and connect with experts and educators, allowing them to access comprehensive information whenever needed. Additionally, AI can help educators create personalized student learning experiences [13]. AI, with its ability to accurately analyze each students’ strengths and weaknesses, adjusts the pace of learning in a personalized manner to achieve optimal learning outcomes [14]. This innovative technology identifies and addresses existing challenges in the learning process and corrects misconceptions [15]. The use of new educational technologies plays a significant role in improving students' learning outcomes [16]. AI has revolutionized teaching methods, driving educators towards innovative pedagogical approaches [17]. By leveraging this technology, the intelligent distribution of educational tasks has been enabled, significantly enhancing the efficiency and effectiveness of the educational process in schools [4]. Although AI has provided numerous and significant educational benefits, it faces serious challenges that require careful consideration to ensure its safe and effective use in educational settings [18]. One of the primary challenges of using AI in education is safeguarding students' privacy [19]. The collection and analysis of vast amounts of student data create concerns about misusing sensitive personal information. This data could be inappropriately sold to marketing companies, used to manipulate educational outcomes, or exploited for other malicious purposes [20]. AI is a double-edged sword in scientific research. Its remarkable potential and the versatility of its applications have made it a valuable tool in numerous research institutions. However, it’s irresponsible and exploitative use can transform it into a controversial tool that faces severe criticism from researchers across different fields [21]. Consequently, researchers believe that AI technologies significantly impact education and learning positively and negatively within the education industry [22]. Therefore, it is necessary to investigate the components and indicators influencing AI in the students' education process. To ensure that AI tools contribute to human progress, educational institutions must actively develop tools, policies, and accountability mechanisms that safeguard human rights [23]. Therefore, in this research, considering that the goal of meta-synthesis is to develop theory, summarize, and generalize results findings at a high level to enhance the accessibility of qualitative findings for practical applications [24], and given that qualitative studies often aim to elucidate the why and [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 2 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 3 how of a particular phenomenon or human experiences [25], and for this reason, in this research, we aimed to design an AI pattern by reviewing the existing research background in the field of AI. The data will be analyzed based on the following research question: What are AI's influential components and indicators in the Education process of students? Materials & Methods Study design Meta-synthesis is a form of qualitative research that resembles meta-analysis. It involves examining information and findings from other studies on related and similar topics [26, 27]. As a result, the sample for meta-synthesis consists of selected qualitative studies based on their relevance and similarity to the research question. Meta-synthesis does not aim to provide a comprehensive summary of the findings; rather, it creates an interpretative synthesis of the results [28]. Meta-synthesis aims to develop theory, provide highlevel summaries, and generalize findings to make qualitative research results more accessible for practical applications [24]. The research area includes all reputable scholarly articles on AI in students' education. On the other hand, a researcher-designed worksheet was utilized to collect and record data from the initial research. A categorical approach to content analysis was employed to examine the existing scientific documents and evidence within the research field. The data obtained were analyzed using a three-stage process: open, axial, and selective coding. The six-phase meta-synthesis framework proposed by Erwin et al. was used to analyze the findings [29]. Four additional coders were employed to code the data independently to ensure the reliability of the coding process. Following the methodology established by McHugh, Scott's pi coefficient was used to assess inter-rater reliability. The results indicated an inter-rater agreement of 85.54, suggesting a high level of consistency in coding among the raters [30]. 𝐶. 𝑅 = Number of agreed categories Total number of categories ×100 𝐶. 𝑅 = 54 +59 +57 + 49 4 × 64 ×100 = 85.54 Steps of the Erwin Method This section employs a six-phase meta-synthesis process based on the framework developed by Erwin et al. [29]. A summary of these stages is presented in Figure 1. Step 1. Formulation of the research question The first step in any research is to formulate a research question. The specific research questions and their corresponding parameters are detailed in Table 1. Figure 1. Steps of the six-phase meta-synthesis process based on Erwin et al.'s framework Table 1. Research questions and corresponding parameters Parameters Formulating a research question Research question The main question is as follows: What are the indicators and components of artificial intelligence in students' education? Sub-questions: A. What elements affect artificial intelligence in the educational process of students? B. What are the indicators and components of artificial intelligence in students' education? What (study question) Several databases and search engines were examined in this research. Who (study population) Studies related to artificial intelligence in students and existing patterns in this field will be analyzed. When (time limit) The studies reviewed were conducted from 2010 (or 2013 in the Persian calendar) onwards. How (information collection method) This research employed a meta-synthesis approach. Studies were selected based on specific criteria, and those that did not meet these criteria were excluded. [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 3 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process 4 Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 Step 2 . Conducting a literature search A systematic review was conducted to identify published and electronic research articles focusing on AI in education for students, covering the period from 1393 in the Persian calendar (2016). This timeframe was chosen for two primary reasons: first, to ensure the findings are current and relevant, and second, to support a systematic and organized research methodology and the search for scientific resources. A comprehensive online search was conducted to compile a complete collection of relevant studies. For each identified study, a full-text copy and a complete list of references were collected electronically. Initially, all relevant scholarly articles and credible sources were identified through keyword searches using "artificial intelligence" and "artificial intelligence in the students' education process" in databases such as SID, Normagas, Magiran, the Comprehensive Portal of Humanities Sciences, and the Persian Science Net search engine. International databases, including Google Scholar, Scopus, Emerald, Science Direct, Springer, PubMed, Wiley, Taylor and Francis, and IEEE, were also explored. A thematic analysis of the results within the specified timeframe (1393-1403 AD or 2014-2023) yielded 244 relevant studies. Step 3 . Selection, refinement, and organization of studies At the beginning of the search process, researchers assessed whether the identified reports aligned with the research objectives. Inclusion and exclusion criteria were established to facilitate this, and the studies were evaluated based on these criteria. A. The inclusion criteria for this study are as follows 1-Published studies in the field of AI in the students' education process. 2-Related studies from the beginning of the year 1393 in the Shamsi calendar to the year 1403 and from the beginning of 2014 to 2023 in the Gregorian calendar. 3-Research studies must have employed qualitative research methods. 4-Research studies must provide sufficient data and information to address the research objectives. Therefore, the adequacy of a study is determined by its ability to report on the indicators and components of AI in student education processes. 5-Research that has undergone a rigorous peer-review process and has been published in full, either online or in print. B. The exclusion criteria for this study include the following 1. Studies that were in a language other than English and Persian 2. Studies that did not provide sufficient information regarding the objectives of this research, in other words, solely focused on the impact of AI on students' Education processes without considering other educational and training variables. 3. Studies of poor scientific quality were disseminated through non-reputable journals and conferences. 4. Studies published before 2014 (1393 in the Persian calendar) fall outside the timeframe of this research and contain outdated or irrelevant information for the current context. A thematic search was conducted in the designated search engines using keywords related to the research topic, specifically focusing on AI and its application in student education processes to assess the research landscape. Two hundred forty-four valid scientific documents, including research articles, were identified during this phase. Among them, 23 were removed due to duplication, leaving 221 studies. In the second stage, the studies' titles were reviewed per the established inclusion and exclusion criteria. As a result, 52 studies were excluded due to using a quantitative method, and 94 scientific studies were excluded due to their lack of quality and compliance with the established criteria. In the subsequent stage, the abstracts of the research documents were scrutinized. Based on the established criteria, 24 studies were excluded from the research process. Subsequently, a content analysis of the remaining documents was conducted, eliminating an additional 19 studies that did not meet the specified inclusion and exclusion criteria. To enhance the quality of the research, two individuals with extensive knowledge of search methodologies and information sources conducted separate literature searches. Screening and selecting studies for inclusion followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method [31]. To improve the comprehensiveness of the search, two experienced researchers independently conducted literature reviews using a variety of databases and search strategies. Furthermore, two professors provided oversight for the study's implementation. Finally, 32 scholarly research articles published in reputable journals were selected for inclusion in the analysis. Figure 2 illustrates the continuation of the screening process for the identified studies based on the established criteria.. [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 4 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 5 Figure 2. PRISMA flow chart for literature review study to search and select articles Step 4. Extracting research results Throughout the meta-synthesis, researchers systematically and repeatedly review the selected reports to identify findings from the original primary studies included in the analysis. At this stage, all relevant components related to the research objectives are extracted through open coding. Consequently, the coding results from this initial stage are summarized in Table 2 as components of AI in the student education process. Step 5. Presentation of findings (metasynthesis) At this stage, researchers must present what has emerged from the qualitative meta-synthesis process. To effectively present the findings, various audiences must be considered. According to Erwin and colleagues (2011), researchers should utilize visual elements (charts, images, and tables) to present their findings [29]. Initially, in the meta-synthesis phase, the features, elements, and components of artificial intelligence involved in the educational process of students were extracted. Meta-synthesis is a form of qualitative research that is very similar to meta-analysis and involves examining information and findings extracted from other studies on related and similar topics [26, 27]. This is why, in the beginning, all component descriptions, similar to open coding in grounded theory, were identified through key themes (first iteration). Subsequently, in the product phase, given that this section aims to integrate all scientific findings on a specific topic and achieve a unified understanding. In the results section, the qualitative analysis of key themes (first iteration) was conducted, and by re-coding, overlapping and conceptually similar codes were combined to extract core categories (key themes (second iteration)) similar to axial coding in grounded theory. To categorize all AI components and indicators in the educational process for students based on a common concept, key themes (second iteration) were conducted using the AI in education framework. This resulted in identifying six dimensions (selected codes), including knowledge of AI, planning, humanistic knowledge, contextual knowledge, meta-knowledge, and attitudinal knowledge. These results, including key themes (second iteration) and key themes (iteration dimensions (similar to selected code in grounded theory)), are presented in Table 3. [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 5 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process 6 Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 Table 2. Documents reviewed to identify factors affecting AI in students' education process Article code Authors' names Year Article title Indicators and Components of Artificial Intelligence in Students' Education Journal Internal investigations 1 Shahmohamm adi [32] 2024 The role of artificial intelligence on improving educational processes Artificial intelligence, Education, Learning, Application of artificial intelligence in education Strategic Research Magazine in Education and Training 2 Khadem lu and Khadem lu [13] 2024 Achievements of artificial intelligence in the quality of education and the teaching and learning process AI, Quality of education, Teaching and learning process Specialized Scientific Journal of Human Sciences in the Third Millennium 3 Jafari et al. [20] 2023 . Artificial intelligence and new technologies in educational systems, opportunities and challenges AI, New technologies in educational, Educational justice, Personal learning experience, Simplify administrative tasks, Advanced teaching methods, Ethical issues, Investing in teacher training Quarterly Journal of New Researches in Education 4 Yahiizadeh Waqfi and Khaki Vatan [33] 2023 Artificial intelligence technology in improving the education process: methods, opportunities and challenges AI, Creativity, Improving the education process, Opportunities and challenges, Education, Students Psychological Studies and Educational Sciences 5 Namdar et al. [34] 2023 The role of new technologies and artificial intelligence in improving the quality of education and teaching of teachers. The role of new technologies, AI, Improving the quality of Education and teaching, Improving the level of thinking, Focus and attention, Progress, Increasing productivity and efficiency, Education content Sexual and Psychological Disorders 6 Shahbazi Koohi et al. [35] 2023 Application of artificial intelligence in teaching and learning AI, Application of artificial intelligence in teaching, Application of artificial intelligence in learning, Learning, Students, Technology Sexual and Psychological Disorders 7 Mir Ashrafi [36] 2023 Using artificial intelligence in teaching new approaches in personalizing the learning process AI, Education, Learner, Instructor interaction, System, Personalize learning New Approach in Islamic Studies 8 Khayami et al. [37] 2023 Integration of artificial intelligence in education and learning Education, Integration of artificial intelligence in Education, Integration of 9artificial intelligence in learning, Learning, Virtual reality Studies in Psychology and Educational Sciences 9 Mohammadi et al. [38] 2023 An evaluative review of the use of artificial intelligence in public education AI, Education, Learning, evaluative review Educational Technologies in Learning 10 Nader [39] 2022 The use of artificial intelligence in education and learning based on a systematic literature review AI, Education, Learning, Communication and interaction, Personalization in teaching and learning, Interactive systems based on artificial intelligence, Interaction between individuals and educational systems, Provide personalized guidance, Improving learning Dynamic Management and Business Analysis 11 Bayat [40] 2022 The functions of artificial intelligence in the field of education and transfer of electronic knowledge AI, Electronic education, Information Technology, Electronic data transfer and training, Technological advancement, Technology Arman Processing Quarterly 12 Soleimanikia et al. [41] 2021 Artificial intelligence in education and learning AI, Education, Learning, Effective technology interaction, The role of teachers, Growth, Progress, Flexible educational process, Individual needs Paya Shahr Specialized Scientific Monthly 13 Zarari et al. [11] 2021 An overview of the applications of artificial intelligence and virtual reality in education Artificial intelligence, virtual reality, Education, Technology, Complementary, Role of humans, Appropriate design, Motivation, emotions, Principles, Ethics, Smart program, Scientific and technological, Progress, Educational tools Educational Measurement and Evaluation Studies [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 6 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 7 14 Kazemi Flourdi [42] 2020 The use of artificial intelligence in education and learning Training, Learning, Saving money and Time, Collaborative learning Rushd Magazine 15 Mehrparsa [43] 2020 Artificial intelligence and its application in education Providing adaptive education, Accurate feedback from students, Improving the educational process, Effective learning experience Management and Entrepreneurship Studies 16 Fahimirad and Kotmjani [44] 2018 An overview of the application of artificial intelligence in teaching and learning in educational fields Creativity, Imagination, Innovation, Skill-based, new learning, Learning opportunity, Technological advancement International Journal of Learning and Development External investigations 17 Kassymova et al. [45] 2021 Ethical problems of digitalization and artificial intelligence in education: a global perspective Digital culture, learning technology, social transformation system, social system and culture formation, digital addiction, dehumanization, narcissism, distrust. Pharmaceutical Negative Results 18 Su, Ng and Chu [46] 2021 Artificial intelligence (AI) literacy in early childhood: the challenges and opportunities AI curriculum, Age-appropriate tools, AI literacy Computer and Education Artificial Intelligence 19 Cian, et al. [47] 2020 Artificial intelligence and conversational agent evolution-a cautionary tale of benefits and pitfalls of advanced technology in education AI, Advantages and Disadvantages of Advanced Technology in Education, Journal of Information, Communication and Ethics in Society 20 Kizlicec [48] 2020 To advance AI use in education, focused on understanding educators Progress of cognitive science, Profound social impact, Rational and cultural factors, Academic achievements, Technology acceptance, Trust International journal of artificial intelligence in education, Advance online publication 21 Kamalov et al. [49] 2018 New era of artificial intelligence in education: toward a sustainable multifaceted revolution Deep learning, Confidence and sustainable development, Collaborative learning, Quality education, AI literacy, Education ethics, Part of the curriculum, Negative aspects, Ethical issues, Automated grading system Journal of Sustainability 22 Limna et al. [50] 2018 A review of artificial intelligence (AI) in education during the digital era Strategic and vital factor in the development of education, Digital assistant, Student access to educational materials, More effective learning activity, Distance learning education and improvement, Privacy, Adaptive learning. Advance Knowledge for Executives 23 Krstić, et al. [51] 2017 Artificial intelligence in education: a review Adaptive learning, Student learning, Teaching method, Personalization process Technics and Informatics in Education 24 Tambuskar [14] 2021 Challenge and benefits of 7 ways artificial intelligence in education sector Education and learning in the digital age, Element of academic progress, Personalization, Enhance learning experiences, Privacy issues, Artificial intelligence (AI) development, Challenges and benefits Review of Artificial Intelligence in Education 25 Tapalova and Zhiyenbayeva [52] 2021 Artificial intelligence in education: AIEd for personalized learning pathways Personalized events, Intelligent agents, Personalized learning paths, Personal needs of students, Increase student engagement, Psychological aspects, Academic progress, Social and economic life Electronic Journal of Elearning 26 Seo, et al. [53] 2020 The impact of artificial intelligence on learnerinstructor interaction in online learning AI, Education, Learning, Opportunities and Challenges, Impact on Communications, Quality and Quantity, Responsibility, Timely Support for Learners, Autonomy, Improvement of Communications, Privacy, Development of Human Participation, Education and Awareness, Creativity, Increasing learners reflection International Journal of Educational Technology in Higher Education [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 7 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process 8 Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 27 Savas [54] 2020 Artificial intelligence and innovative application in education: the case of Turkey Daily life, Digital competence of teacher, Application program, Learning habits, Idea generation, Critical thinking, Brainstorming, Digital competence problem Information Systems and Management Research 28 Chen, Chen and Lin [4] 2018 Artificial intelligence in education: a review Personalized curriculum, Curriculum, Improve the quality of education, Enhance the experience, Teacher effectiveness, Learning experiences, IEEE Access 29 Grage and Sharma [55] 2018 Impact of artificial intelligence in special need education to promote inclusive pedagogy Promoting education with special approaches, Individual life, Making students' lives easier, Safe environment for children, International Journal of Information and Education Technology 30 Ikka [56] 2017 The impact of artificial intelligence on learning, teaching, and education The impact of artificial intelligence on learning, teaching, and education, Future-oriented activity, AI developers, Economic and social impacts European Union 31 Cassighol et al. [57] 2021 Artificial Intelligence trends in education: a narrative overview Decoding students' difficulties, Social interaction, Against social interaction, Diagnosing teaching and learning gaps, Learning progress, Quality of the educational process, Content development, Teaching methods, Learning technology development Procedia Computer Science 32 Li, et al. [58] 2021 Virtual reality and artificial intelligence support future training development Creative learning process, Economic educational process, Artificial intelligence (AI), Educational development, The future Paper presented at the 2017 Chinese Automation Congress (CAC) Table 3. Dimensions of the Artificial intelligence pattern in the students' education process Overarching theme: final iteration Key themes: Iteration dimensions Key themes: second iteration Key themes: first iteration Preliminary themes from qualitative studies (Article code) The artificial intelligence in the education process for students Knowledge of AI elements Knowledge of educational approaches Improving teaching methods [4], [15], [16], [30], [31] Advanced education methods [3], [9], [12], [16], [19], [25], [29] Application of artificial intelligence in education [1], [6], [15] Education development [16], [19], [21], [22], [29], [30] Adaptive education [22] Effective education methods [3], [11], [22], [23], [28] Advanced education method [3] Creative education [26], [32] Quality of education [1], [2], [5], [6], [11], [21], [26], [28], [31] Knowledge of learning approaches Effective learning [1], [2], [5], [6], [11], [21], [28], [31] Teaching-learning [2] Creative learning [11] Collaborative learning [4], [21], [25], [26], [27] Adaptive learning [22], [23] Knowledge of program space and location Educational environment [6], [22] Safe educational environment [29] knowledge of effective learning Learning efficiency and productivity [5], [6] Effective learning [1], [6], [8] knowledge Educational impact on learner Increase attractiveness [8], [11] Focus and Attention [5] Scientific advancement [5], [6], [13], [24], [25], [33] Elevation of thought processes [5] knowledge of learning perception Personal learning experiences [3], [28] Improving learning methods [5], [8], [10] Pace and depth of learning [31] Personalized education [3], [4], [10] [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 8 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 9 personalized learning path [7], [10], [23], [25] Personalized services [3], [5], [6], [7], [11], [16], [23], [24], [25], [28] Personalized experience [5] Knowledge of planning Knowledge of planning Planning [8], [11], [27] Proper planning and design [11], [13] knowledge of curriculum AI curriculum [11], [18], [21], [27], [28] Proper curriculum and design [11], [19] Humanistic knowledge Emotional literacy Emotions [13] Flexibe [12] Ethics [3], [21] Knowledge of motivation Motivation [1], [13] Knowledge of creativity Creativity [4], [16] Knowledge of interaction Instructor interaction [7], [10] Individual interaction with social media [10], [12] Students interaction [4], [10], [12] Contextual knowledge Knowledge of culture Culture and attitude of society [1], [17] Digital culture [17] Rational and cultural factors [20] Social knowledge Social system [18] Social interaction [12], [26], [31] Significant societal influence [20] Knowledge of professional skill AI information literacy [18], [21], [24] AI Knowledge [18], [21] Skill in using AI [16] Metaknowledge Perceptual knowledge Automation [9] Self-regulation [17], [20], [26] Self-control [1] Knowledge experience-based Professional experience [28] Learning experiences [15], [24] Knowledge creative Creative thinking [18] Technological knowledge Technological knowledge [20] Knowledge of advancements Technology [11], [26] Attitudinal knowledge Positive outlook Time management [1], [14], [19] Economic management [14], [19], [25], [30], [32] Infinite in time and space [6], [19] Negative outlook Maintaining ethical issues [3], [7], [12], [19], [21] Privacy protection [4], [19], [20], [22], [24], [26] Addiction dIgital [17], [19] Step 6. Presentation of findings The researcher must be prepared to change previous stages throughout the meta-synthesis process. It is also important for each stage's reflections to be evident in the previous stages of the meta-synthesis. In this research, ethical considerations regarding honesty and integrity have been strictly adhered to in the analysis and description of the findings and in preserving the authenticity of the texts. This includes ensuring accurate representation of the original research studies and avoiding any misinterpretations or misrepresentations of the data. Results The meta-synthesis method is valuable for leveraging existing qualitative research to develop new theories. Conceptual models and theoretical frameworks can serve as valuable tools for enhancing students' understanding of artificial intelligence in the educational process. By meta-synthesis of previous theoretical and research findings (performing the stages of coding and axial coding), the final classification and ranking are extracted as a pattern, as shown in Figure 3. This AI framework for student education can be categorized and integrated into six broad dimensions: knowledge of AI element [ DOI: 10.61882/edcj.18.2.1 ] [ Downloaded from edujournal.zums.ac.ir on 2025-10-03 ] 9 / 16 Mazlomi et al . : Presenting a comprehensive pattern of artificial intelligence in the students' education process 16 Journal of Medical Education Development ¦ Volume 18 ¦ Issue 2 ¦ 2025 54. Savaş S. Artificial intelligence and innovative applications in education: the case of Turkey. Journal of Information Systems and Management Research. 2021;3(1):14-26. [https://doi.org/10.13140/RG.2.2.21661.84963] 55. Garg S, Sharma S. Impact of artificial intelligence in special need education to promote inclusive pedagogy. 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