While the Natural Language Processing community has dedicated significant resources in developing educational technologies (EdTech) that support this shift, it remains unclear whose interests are being best served among the stakeholders of education. In this paper, we present a systematic literature review of 204 papers published in venues of the Association for Computational Linguistics' Special Interest Group on Building Educational Applications in 2024 and 2025, and validate these against EdTech papers from the wider ACL Anthology. By examining stakeholder inclusion and the prioritisation of research tasks, our findings reveal a critical tension: a push and pull between private-sector incentives and the foundational needs of educational infrastructure. Our analysis reveals that teachers are systematically under-represented as beneficiaries of research (33.3%) despite being the most affected, that real-world deployment remains rare (9.8%), and that ethical engagement tends toward acknowledgement rather than action. Drawing on exemplary papers in our corpus, we offer concrete recommendations for more responsible EduNLP research practices.

翻译：尽管自然语言处理社区投入了大量资源开发支持这一转变的教育技术（EdTech），但在教育利益相关者中，谁的权益得到了最优保障仍不明确。本文对2024年至2025年期间发表于计算语言学协会教育应用建设特别兴趣小组（ACL SIG）相关期刊的204篇论文进行了系统性文献综述，并与更广泛的ACL Anthology中的教育技术论文进行交叉验证。通过考察利益相关者的覆盖范围与研究任务的优先级排序，我们发现了一个关键矛盾：私营部门的激励机制与教育基础设施的基础需求之间存在推拉效应。分析表明，教师作为受影响最深的群体，在研究中被系统性忽略为受益方（仅占33.3%），实际部署案例仍属罕见（9.8%），而伦理参与往往停留在表面承认而非实际行动。基于语料库中的典范论文，我们为构建更负责任的EduNLP研究实践提出了具体建议。