Artificial Intelligence in Education (AIED): A Study of Its Impacts, Risks, and Opportunities (IROs) in Finance Education

This study investigates the growth and thematic areas of artificial intelligence (AI) within the education sector through a bibliometric analysis of 6,880 scientific publications between 1992-2024. The results demonstrate an evolution in the ways researchers study AI and education, demonstrated in three distinct stages: before Covid-19; during Covid-19, and after Covid-19. The pre-Covid-19 era of AI and education was characterised by technology-based research on such technologies as Expert Systems and Genetic Algorithms, which were viewed as providing the foundation for personalised learning experiences for students. As tools to assist in the creation of a remote learning environment during the Covid-19 pandemic, during this period big data and machine learning technologies were developed and furthered the support of the transition of the delivery of instruction to a remote cyber-based context. The post-Covid-19 period has experienced phenomenal growth in the creation and use of advanced AI technologies such as Generative Artificial Intelligence, which has revolutionised teaching through developing of personalised and adaptable platforms for student learning. Moreover, the introduction of these technologies is currently providing Finance Education with significant improvements in terms of delivering innovative educational solutions. Collectively, this study gives an overview of the thematic Growth of AI within education, as well as emerging areas regarding the use of AI in finance education, and explores both the positive and negative effects created by the rapid increase of AI technologies in providing educators and students with the tools they need to succeed in an ever-changing and rapidly advancing financial environment.