فاطمه سعادت

Generative artificial intelligence, as one of the emerging technologies of the twenty-first century, holds substantial potential for redefining learning and instructional processes. From an educational psychology perspective, this technology can transform teaching learning practices by influencing cognitive, motivational, and affective dimensions. The purpose of this scoping review is to identify and conceptualize the roles, opportunities, and challenges of generative AI in education through the lens of educational psychology. This study was conducted based on the Arksey and O’Malley framework and in accordance with the PRISMA-ScR guidelines. A systematic search was performed in Web of Science, Scopus, PsycINFO, ERIC, and IEEE Xplore databases for studies published between 2019 and November 2025. Among 1,245 identified articles, after screening and assessing eligibility, 52 studies were selected for thematic analysis. The results indicated that generative AI can enhance learners’ intrinsic motivation and cognitive engagement through personalized learning, cognitive load management, and the fulfillment of basic psychological needs including autonomy, competence, and relatedness. However, challenges such as cognitive dependency, ethical concerns regarding academic integrity, privacy issues, and algorithmic bias were also identified. The successful integration of generative AI in education requires instructional design grounded in the principles of educational psychology, the formulation of transparent ethical frameworks, the enhancement of AI literacy, and the responsible-use training of teachers and learners. By identifying existing gaps, this scoping review proposes directions for future research on the psychological and educational impacts of generative AI.