Generative Artificial Intelligence (GenAI), including Large Language Models (LLMs) such as OpenAI’s ChatGPT, Google Gemini, and Anthropic Claude, is rapidly transforming the educational landscape from classroom instruction to intelligent learning systems. This study systematically reviews the pedagogical, cognitive, ethical, and governance implications of integrating GenAI into education. A systematic literature review was conducted using publications from Scopus, Web of Science, IEEE Xplore, ERIC, and Google Scholar spanning 2022–2025. An initial list of 78 studies was identified, and 42 peer-reviewed articles, policy reports, and institutional publications were included for thematic synthesis. The results indicate that GenAI significantly enhances adaptive learning, formative assessment, and personalized instructional support. Empirical findings show that AI-supported writing tasks led to more coherent and organized content. AI-mediated formative feedback positively influenced subsequent learner performance, yielding a 63% increase in coherence and organization in writing tasks and a 27% reduction in revision turnaround time compared to non-AI groups. Furthermore, AI-supported scaffolding boosted engagement and reduced task drop-off rates by 19% in STEM learning environments. Despite these benefits, the review highlights persistent concerns, including academic integrity violations, algorithmic bias, hallucinated information, data privacy risks, and over-reliance on AI-generated content. The study concludes that GenAI should serve as a pedagogical assistant for teachers, not a replacement. Effective implementation requires robust AI governance mechanisms, continuous teacher professional development, ethical safeguards, and the promotion of AI literacy. These measures are essential to ensure equitable, responsible, and sustainable use of intelligence-enabled learning in today’s educational landscape.