Artificial Intelligence and the Future of Education A Study

Abstract

Education is one of the area's most significantly impacted by artificial intelligence's (AI) rapid transformation of many other sectors. This study looks at how teaching, learning, assessment, and educational administration are changing as a result of AI-driven technologies and approaches. The study examines the potential benefits, difficulties, and future paths of incorporating AI into formal education at the elementary, secondary, and university levels. (Holmes, Bialik, & Fadel ,2019, pp. 45-48)

            The paper explores how educators, students, and administrators view AI in education using a mixed-methods approach that includes surveys, interviews, and document analysis. Key findings highlight areas of great potential for analytics, automation, and personalization as well as obstacles related to faculty preparedness, ethical issues, and the digital divide. The study makes policy and implementation recommendations for the long-term use of AI in educational institutions based on these. (Luckin, 2018, pp. 102-105)

            Additionally, more customized educational experiences are becoming possible thanks to AI-powered adaptive learning systems, which let students advance at their own speed and get feedback based on their areas of strength and weakness. These technologies allow differentiated education across a range of learning contexts by utilizing real-time data to modify presentation style and material difficulty. Platforms such as Carnegie Learning and Squirrel AI, for example, have shown quantifiable gains in student performance, particularly in language and arithmetic. Successful implementation, however, is largely dependent on how effectively pedagogical objectives and technology capabilities mesh, as well as on institutional support systems that encourage curriculum integration and teacher preparation. Without this alignment, there's a chance that current injustices will be exacerbated or that AI will be used as a band-aid fix rather than a game-changer. (Selwyn, 2020, pp. 67-70)