ARTIFICIAL INTELLIGENCE–DRIVEN PERSONALIZED LEARNING IN HIGHER EDUCATION:

Abstract

In the realm of higher education, Artificial Intelligence (AI) is making significant strides in the fields of adaptive learning systems, automated evaluation tools, intelligent tutoring systems and data-driven educational management.AI is reshaping the landscape of higher education with the adaptation of AI-led systems for learner personalisation, automated assessment platforms, intelligent tutoring, and data-powered education management. AI has many promising potential benefits for personalised learning, accessibility, and institutional efficiency but also several key ethical and social issues arising: issues with academic integrity, algorithmic bias, issues with data privacy, issues with surveillance, issues with digital inequality. The paper critically evaluates the presence of AI in revising teaching, learning and assessing processes in an interdisciplinary and human-centred lens. The study adopts an international comparative approach using AI emerging practices in HED in Canada, EU, the Middle East and North Africa (MENA) and the Global South. It identifies and discusses the role of the differences in technological infrastructure, governance frameworks, digital literacy, and educational policy in shaping responsible embedding of AI in university environments. The role of teachers in the use of AI in learning classrooms is also evolving, and the paper highlights the need to maintain the critical thinking competency, creativity, and meaningful human interaction needed in classrooms where learning is digital. The study suggests an ethical and socially responsible framework for using AI in education, focusing on transparency, inclusiveness, pedagogical balance, and accountability.