Two Sides of the Same Sword: A Systematic Review of Teacher and Student Perspectives on AI in Education

Abstract

With the increasing integration of artificial intelligence in education, the perspectives of teachers and students, as the core stakeholders in educational practice, have garnered growing research attention. However, existing studies predominantly focus on a single group, lacking a systematic comparison between teacher and student viewpoints. Following the PRISMA guidelines, this study conducts a systematic review of 87 empirical studies published between 2019 and 2025. It aims to synthesize teachers' and students' perceptions, experiences, and attitudes towards AI in education, and to reveal the specific dimensions of the "double-edged sword" effect. The analysis reveals that: (1) Research on teacher perspectives focuses on AI competency development, teaching integration challenges, and professional identity reconstruction; (2) Research on student perspectives emphasizes learning experiences, usage motivation, and academic integrity concerns; (3) Shared perceived opportunities include personalized learning support and enhanced teaching/learning efficiency; (4) Shared perceived challenges involve data privacy, over-reliance, and the diminution of human agency; (5) Significant differences exist in perceptions: teachers are more concerned with pedagogical control and ethical norms, while students prioritize ease of use and immediate feedback. This paper proposes an "Integrative Framework for Teacher-Student AI Perceptions" and offers implications for future research, policy-making, and educational practice.