THE USE OF ARTIFICIAL INTELLIGENCE IN SCHOOL GUIDANCE AND COUNSELING SERVICES: A LITERATURE REVIEW

Advances in Artificial Intelligence (AI) are driving innovation in guidance and counseling services in schools; however, their implementation still faces challenges related to digital competence and ethics. This study maps the forms of AI utilization, the supported guidance and counseling service functions, reported outcomes, research designs, as well as the associated challenges and ethical issues. This study is a literature review employing a narrative synthesis. A search was conducted on Google Scholar on September 13, 2026, for publications from 2025 to 2026; of the 40 records, 18 articles met the criteria and were categorized according to AI type, BK service functions, and research design, which were grouped into four codes (A–D). AI was reported in the form of chatbots, expert systems, large language models, academic major recommendation systems, deep learning, and web- or mobile-based applications. Twelve of the 18 studies involved system development or training, and based on the reported designs, no studies were found that tested the impact using a comparison group. These studies reported preliminary indications of improved access, efficiency, and support for students; however, their designs were insufficient to conclude effectiveness. Reported challenges included limitations in the digital competencies of guidance counselors, the risk of inaccurate information, user dependency, and ethical issues. Research with stronger designs is needed, along with efforts to strengthen professional competencies and ethical standards.