<![CDATA[The emergence of Generative Artificial Intelligence (GenAI) is transforming pedagogical practices, from instructional planning to the assessment process and the development of learning experiences. This study aims to (1) analyze the development and characteristics of research on pedagogical transformation in the GenAI era and (2) analyze the opportunities, challenges, and ethical implications of using GenAI to transform pedagogical practices. This study employs a literature review approach by analyzing nine articles that discuss the use of GenAI in various educational contexts. The results of the analysis indicate that the use of GenAI has evolved from a technical tool to an integral part of the pedagogical process, encompassing instructional planning, instructional material development, adaptive and multimodal learning, assessment, and academic activities. GenAI offers opportunities to enhance efficiency, personalization, creativity, and the enrichment of learning experiences, but it also presents challenges such as technological dependence, limitations in AI literacy, output that lacks contextual relevance, access disparities, as well as issues related to academic integrity, privacy, bias, and human interaction. The use of GenAI should be guided by human-centered pedagogy by strengthening AI literacy, pedagogical competencies, verification of AI outputs, and the critical, contextual, responsible, and ethical use of technology.]]>
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