Abstract:

The study of human creativity has benefited from solid theoretical and methodological frameworks; however, these foundations have been challenged by the new dynamics of contemporary learning. The emergence of Generative Artificial Intelligence (GAI) in education presents an ambivalent scenario, and given the lack of conclusive evidence, a systematic review is necessary to clarify its effects.

The systematic review was conducted following the PRISMA 2020 statement, with searches in Scopus, Web of Science, ERIC, and Google Scholar. After applying inclusion and exclusion criteria, 40 studies published between 2020 and 2025 were obtained.

The results of the quantitative analysis report moderate to large effect sizes (Hedges g) for the indicators of divergent thinking (fluency, flexibility, originality, and elaboration). The best results are evident when GAI is used to support problem-solving and co-creation strategies, where technology acts as a mediator in the learning and creation process. These results are complemented by qualitative evidence, which concludes that learning becomes more meaningful through active and contextualized construction, enabling long-term learning.

Regarding psychosocial contributions, the qualitative results identify a prevalence in favor of IAG (Integrated Learning), in categories such as motivation, collaboration, and cooperation. Students who used IAG expressed feelings of self-efficacy, creative confidence, and satisfaction.

Keywords:

Co-creation, artificial intelligence, creativity, systematic review, divergent thinking.