Customizing AI for writing pedagogy: a systematic review of pedagogical goals, theoretical principles, and technical design

A systematic review of 23 empirical studies addresses a gap in understanding how artificial intelligence (AI) writing tools are customized for educational use. The review focuses on aligning pedagogical intentions, theoretical commitments, and technical design in AI systems for writing pedagogy, defining customization as the deliberate modification of AI system behavior to match pedagogical intent. This analysis aims to synthesize patterns across pedagogical goals, theoretical principles, customization methods, and implementation modes.

This research is strategically important because it addresses the critical need for structured understanding in the rapidly evolving landscape of AI integration into educational practices. By analyzing how AI writing tools are customized to pedagogical goals, it informs better design, deployment, and utilization of AI in learning environments, ensuring that technological advancements serve specific educational outcomes.

The proliferation of AI-based writing tools in education has outpaced systematic understanding of their design and pedagogical integration.

Forward consideration, not a verified fact.