The purpose of this study is to examine the patterns of generative artificial intelligence(AI) usage in educational settings among learners and to analyze the associated ethical and unethical issues, as well as their multifaceted impacts on learners. The research method involved a systematic review of 34 domestic studies published between January 2023 and February 2025, selected based on the PICOS criteria, which focused on the use of generative AI by learners. Each study was analyzed with regard to the level of education, purpose of use, ethical and unethical cases, and the presence or absence of educational intervention. The findings of this study are as follows. First, generative AI was being utilized across diverse educational contexts for various purposes, including learning support, assignment generation, writing assistance, and inquiry-based activities. Second, ethical use cases reported positive effects such as enhanced creativity, self-directed learning, and improved metacognitive abilities, while unethical use cases included plagiarism, uncritical acceptance of information, and academic dishonesty. Third, unethical usage was found to be driven more by structural factors—such as the lack of AI ethics education, insufficient usage guidelines, and inadequate teacher expertise—rather than by a lack of moral integrity. Fourth, learners who had experience using generative AI demonstrated positive changes in autonomy, creativity, metacognition, and self-efficacy. Ethical awareness differed significantly depending on whether educational intervention had taken place. The discussion and conclusion of this study emphasize the necessity of education that fosters digital literacy and ethical thinking suitable for the era of generative AI. Accordingly, the study proposes relevant policy and educational measures in response to these emerging needs.