{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,29]],"date-time":"2026-03-29T21:05:02Z","timestamp":1774818302254,"version":"3.50.1"},"reference-count":98,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2025,7,4]],"date-time":"2025-07-04T00:00:00Z","timestamp":1751587200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Informatics"],"abstract":"<jats:p>This study offers a comprehensive examination of the scientific output related to the integration of Artificial Intelligence (AI) in education using qualitative research methods, which is an emerging intersection that reflects growing interest in understanding the pedagogical, ethical, and methodological implications of AI in educational contexts. Grounded in a theoretical framework that emphasizes the potential of AI to support personalized learning, augment instructional design, and facilitate data-driven decision-making, this study conducts a Systematic Literature Review and bibliometric analysis of 630 publications indexed in Scopus between 2014 and 2024. The results show a significant increase in scholarly output, particularly since 2020, with notable contributions from authors and institutions in the United States, China, and the United Kingdom. High-impact research is found in top-tier journals, and dominant themes include health education, higher education, and the use of AI for feedback and assessment. The findings also highlight the role of semi-structured interviews, thematic analysis, and interdisciplinary approaches in capturing the nuanced impacts of AI integration. The study concludes that qualitative methods remain essential for critically evaluating AI\u2019s role in education, reinforcing the need for ethically sound, human-centered, and context-sensitive applications of AI technologies in diverse learning environments.<\/jats:p>","DOI":"10.3390\/informatics12030061","type":"journal-article","created":{"date-parts":[[2025,7,4]],"date-time":"2025-07-04T05:54:52Z","timestamp":1751608492000},"page":"61","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["International Trends and Influencing Factors in the Integration of Artificial Intelligence in Education with the Application of Qualitative Methods"],"prefix":"10.3390","volume":"12","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8458-3546","authenticated-orcid":false,"given":"Juan Luis","family":"Cabanillas-Garc\u00eda","sequence":"first","affiliation":[{"name":"Faculty of Education and Psychology, Badajoz University of Extremadura, Avenida de Elvas s\/n, 06006 Badajoz, Spain"}]}],"member":"1968","published-online":{"date-parts":[[2025,7,4]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"e31942","DOI":"10.14201\/eks.31942","article-title":"Inteligencia artificial generativa y educaci\u00f3n: Un an\u00e1lisis desde m\u00faltiples perspectivas","volume":"25","year":"2024","journal-title":"Educ. 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