The suitable application of Artificial Intelligence in Education from a comprehensive approach is challenging due to the disparity between the rapid advancement of technologies and the difficulties encountered in implementing these advancements in teaching/learning methods. To understand the multilateral implications of AI in educational systems, and to identify whether a gender perspective is a determinant for achieving positive outcomes, we present a systematic review following the PRISMA methodology. The results show, on the one hand, the need to continue researching from an inclusive perspective, given the number of articles linking the term ‘gender’ in AI applications in education. On the other hand, three main areas are identified where the most significant development of artificial intelligence with application in education is observed: innovation, gender analysis, and attitudinal analysis. Future research could highlight the crucial role of AI in improving educational outcomes, addressing inequalities, and shaping policies.