<![CDATA[The widespread integration of Artificial Intelligence (AI) in the education sector has sparked academic debates regarding technological restrictions and the potential decline of independent critical thinking. This study aims to examine patterns of human-AI interaction in educational and digital literacy contexts, with particular emphasis on ethical issues and authorship authenticity. The study employed a Systematic Literature Review (SLR) approach following the PRISMA guidelines by synthesizing 30 reputable peer-reviewed journal articles published between 2019-2026. The findings reveal that AI has evolved from a supportive tool into a cognitive partner that enhances thinking and creative processes. However, its growing use also presents challenges, including the standardization of language structures that may diminish the authenticity of writing styles, a shifting concept of digital originality that positions humans as the primary agents in content curation, and an increasing need for ethical regulations and curriculum policies to prevent implicit plagiarism. These findings highlight that the future of digital literacy depends on the critical, ethical, and responsible use of AI while maintaining intellectual integrity.]]>
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