A Systematic Literature Review of AI-Driven Content Development in Elearning

Wafaa Elsawah, British University in Dubai
Tendai Charles*, British University in Dubai

https://doi.org/10.9743/JEO.2026.23.2.5

Abstract

This systematic literature review examines the integration of artificial intelligence (AI) into elearning content development, highlighting both opportunities and barriers. AI-driven solutions can personalize learning experiences, adapt content to individual learners, and improve educational outcomes. However, challenges such as technical proficiency, ethical concerns, and organizational resistance hinder AI adoption in educational settings. Following the PRISMA guidelines, this review analyses 48 studies published between January 2016 and April 2024 retrieved from IEEE Xplore, Scopus, PubMed, Google Scholar, and the ERIC databases. These included English language, peer-reviewed journal articles and conference papers that focused on AI applications in elearning. Our review found that many educators lack the technical skills to use these tools effectively and there are concerns about data privacy and fairness in how AI systems work, as well as disparities in access to AI tools across institutions and regions, which create uneven opportunities for adoption. Further, schools and organisations may be slow or unwilling to change their existing structures and traditions. Future research should focus on collecting first-hand data from teachers, students, and developers and explore ethical issues like privacy and fairness so that researchers and educators can make better use of AI to improve learning for everyone.

Keywords: elearning, content development, artificial intelligence, technological barriers, AI adoption

*Corresponding Author: tendai.charles@buid.ac.ae