89dc5864-328d-4aba-9f7d-534f8347527620250723080658229naun:naunmdt@crossref.orgMDT DepositInternational Journal of Education and Information Technologies2074-131610.46300/9109http://www.naun.org/cms.action?id=3037131202513120251910.46300/9109.2025.19https://npublications.com/journals/educationinformation/2025.phpEmmanouil D.MilakisEuropean University Cyprus, 6, Diogenes, Engomi, 2404, CyprusConstantina CorazonArgyrakouHarokopio University of Athens, 70, El. Venizelou, Kallithea, 17676, GreeceAlexandrosMelidisNational and Kapodistrian University of Athens, GFOSS - Open Technologies Alliance, 9, Iroon Politechniou, Zografou, 15773, GreeceJohnVrettarosGFOSS - Open Technologies Alliance, Ministry of Education, Religious Affairs and Sports, 37, A. Papandreou, Marousi, 15180, GreeceThis umbrella review synthesizes findings from 41 systematic reviews, scoping reviews, and meta-analyses on the use of ChatGPT and similar large language model (LLM)-based chatbots in education. It provides a critical analysis of their pedagogical applications, benefits, limitations, and associated ethical and policy issues across diverse educational levels and domains. The evidence reveals that chatbots are predominantly implemented in higher education, with growing use in medical, STEM, and language learning contexts. Reported benefits include personalized learning, enhanced writing and critical thinking skills, and increased learner autonomy. However, significant concerns persist regarding the reliability of AI-generated content, overreliance by students, academic integrity, and institutional preparedness. The review highlights methodological gaps in current research, such as a lack of longitudinal studies and limited attention to underrepresented populations and educational settings. The findings aim to inform evidence-based decision-making for educators, researchers, and policymakers navigating the integration of AI chatbots into formal education systems.7232025723202510011911https://npublications.com/journals/educationinformation/2025/a242008-012(2025).pdf10.46300/9109.2025.19.11https://npublications.com/journals/educationinformation/2025/a242008-012(2025).pdf10.2196/48291Abd-Alrazaq et al., “Large language models in medical education: opportunities, challenges, and future directions,” JMIR Med. Educ., vol. 9, no. 1, p. e48291, 2023, doi: 10.2196/48291. 10.1002/ase.2270H. Lee, “The rise of ChatGPT: Exploring its potential in medical education,” Anat. Sci. Educ., vol. 17, no. 5, pp. 926–931, 2024, doi: 10.1002/ase.2270. 10.1080/14703297.2023.2190148D. R. Cotton, P. A. Cotton, and J. R. Shipway, “Chatting and cheating: Ensuring academic integrity in the era of ChatGPT,” Innov. Educ. Teach. 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