Integrating Programming an AI in Primary Education: A Systematic Review of Opportunities, Challenges, and SDG 4 Contributions

This dataset supports the systematic review reported in the manuscript entitled “Integrating Programming and AI in Primary Education: A Systematic Review of Opportunities, Challenges, and SDG 4 Contributions.” It comprises comprehensive tables that document the key characteristics of empirical studies and international policy reports published between 2021 and 2025, focused on the implementation of programming and artificial intelligence (AI) in primary education.
The dataset includes details such as study titles, objectives, methodologies, sample characteristics, countries of implementation, thematic areas analyzed (including cognitive and socioemotional development, equity and inclusion, teacher training, curriculum integration, and digital safety/privacy), as well as explicit links to Sustainable Development Goal 4 (SDG 4) targets related to quality education, equity, and relevance.
Data was extracted through a rigorous screening and coding process, using predefined inclusion and exclusion criteria, guided by PRISMA standards for systematic reviews. This structured approach ensures transparency and reproducibility.
This dataset may be valuable for researchers conducting further meta-analyses or comparative studies on digital education, computational thinking, and AI in school settings. It also serves as a reference for policymakers and educators interested in understanding global trends and evidence-based practices to foster innovation and inclusion through digital education from the earliest years of schooling.