The intersection between Generative Artificial Intelligence (AI) and Learning Analytics (AA) is presented as a tool to promote meaningful, collaborative, and personalized learning in secondary education. This study focuses on exploring the potential of AI and AA to transform teaching strategies and offer more individualized learning experiences. Through algorithms and statistical models, AI facilitates personalized learning, provides instant feedback, and improves the efficiency of the process. On the other hand, AA, through the analysis of educational data, allows the identification of patterns and trends in student learning, which enables early and effective interventions. The combination of both technologies offers the possibility of creating adaptive learning systems that adjust the content and learning sequences based on the individual performance of the students, thus maximizing their potential. In addition, generative AI opens new avenues for content creation that supports meaningful learning.

The proposed methodology is a systematic review of the national and international scientific literature on the use of AI and AA in different active methodologies, with a particular focus on the analysis of case studies in Catalan educational centers. The systematic review of the literature on the uses of AI and AA in secondary education was carried out between April and September 2024, following the procedures and standards of the PRISMA methodology (Page et al., 2021). The databases consulted included SCOPUS, Web of Science, and ERIC. The basic search strategy involved the combination of terms such as "artificial intelligence", "AI", "machine learning", "natural language processing", "NLP", "generative AI", "GenAI", "learning analytics", "analytics*", "secondary education", "high school". It is important to highlight that the searches included journal articles, book chapters, books, or conference proceedings written in English, Spanish or Catalan and published between 2018 and 2024.

Despite the enormous potential of AI and AA, their implementation in formal education presents significant challenges, such as data privacy, the need for adequate technological infrastructure, and teacher training. The lack of teacher training and clear guidelines on the effective integration of these technologies in various active methodologies can result in ineffective or even harmful implementations. Therefore, this study also focuses on analyzing the specific experiences and needs of the Catalan educational context, where the diversity of needs and learning experiences requires a particularly careful approach in the implementation of AI and AA.

In conclusion, AI and AA offer significant opportunities to improve education and learning but also pose crucial challenges that must be addressed for successful implementation. This study seeks to contribute to knowledge in this field by providing practical guidelines on the integration of generative AI and data literacy in various active methodologies, with the ultimate goal of improving the personalization of learning and promoting meaningful learning in secondary education.

Keywords: Artificial Intelligence, Learning Analytics, Secondary Education, Personalized Learning, Adaptive Learning Systems.