Journal of Research in Childhood Education (2025)
Authors: Ran Liu and Carla Glave
Abstract: This critical systematic review explores narratives surrounding justice, equity, diversity, and inclusion (JEDI) within the realm of artificial intelligence (AI) in childhood and general education. Analyzing 87 peer-reviewed articles from the past decade, this study highlights an increasing academic and societal focus on JEDI themes, especially following the launch of ChatGPT. Findings reveal a strong focus on bias, with many articles addressing different sources across the AI lifecycle, while multidimensional frameworks for equity, inclusion, and justice remain underexplored. The review also notes a reliance on deficit-oriented frameworks, such as the digital divide, which may inadvertently reinforce stereotypes by emphasizing the perceived limitations of marginalized groups. Emerging proactive models and the integration of intersectional perspectives signal a shift toward asset-based approaches. Methodologically, the analysis identifies a need for greater empirical rigor, including more clarity in quantitative measures and robust experimental designs. This review calls for a broader theoretical and methodological scope to support inclusive, evidence-based research and practice in AI-driven education. Addressing these gaps is essential for fostering equitable and transformative educational environments in the age of AI.