Revisiting K-12 Education through the Lens of General System Theory: A Systematic Review of Image Recognition Technologies in Education (IRTED)

This study systematically reviews research on Image Recognition Technologies in Education (IRTED) in K-12 settings over the past decade, aiming to explore their potential to enhance teaching and learning and to provide insights for future research. From an initial pool of 2,680 studies, 41 met the inclusion criteria for detailed analysis. Guided by General System Theory (GST), a comprehensive coding framework was developed encompassing four dimensions: subject, information, medium, and technology. The publication trend demonstrates a generally upward trajectory, peaking in 2024. Language education emerged as the dominant subject area, and middle school students constituted the majority of participants. Most studies employed experimental data with quantitative methods as the primary research design, reflecting a strong reliance on empirical approaches. This review categorizes the types and applications of image recognition technologies identified in the literature and highlights their educational affordances in promoting instructional innovation and learner engagement. The findings offer a theoretical and practical foundation for future integration of IRTED into K-12 education.