AJELP: The Asian Journal of English Language & Pedagogy 11(1)2023: 108-119

Systematic Literature Review: Integrating Artificial Intelligence

(AI) in Teaching and Learning of Language

*Haddi @ Junaidi Kussin

Faculty of Languages and Communication
Universiti Pendidikan Sultan Idris, Malaysia

Puteri Zarina Megat Khalid

Faculty of Languages and Communication
Universiti Pendidikan Sultan Idris, Malaysia

Sabariah Sulaiman
Faculty of Languages and Communication
Universiti Pendidikan Sultan Idris, Malaysia

Mohd Khairul Abu Sufi

Universiti Islam Antarabangsa, Malaysia

Rizky Hafiz Chaniago

Universitas Bakrie, Indonesia

Email: haddi@fbk.upsi.edu.my, puteri.zarina@fbk.upsi.edu.my, sabariah.sulaiman@pbmpu.upsi.edu.my,

Published: 30 June 2023

To cite this article (APA): Kussin, H. @ J., Megat Khalid, P. Z., Sulaiman, S., Abu Sufi, M. K., &
Chaniago, R. H. (2023). Systematic Literature Review: Integrating Artificial Intelligence (AI) in
Teaching and Learning of Language. AJELP: Asian Journal of English Language and Pedagogy, 11(1),
108–119. https://doi.org/10.37134/ajelp.vol11.1.8.2023

Abstract: This article presents a comprehensive analysis of the incorporation of Artificial

Intelligence (AI) in the field of language instruction and acquisition through a systematic
evaluation of existing literature. The increasing prevalence of AI in diverse domains has
generated significant interest in its possible utilization in the field of education. The evaluation
commences by providing an overview of the methodology utilized, encompassing the search
strategy, criteria for inclusion and exclusion, and the process of extracting data. An exhaustive
examination of the chosen research uncovers fundamental patterns associated with the
incorporation of artificial intelligence in language teaching. The aforementioned topics
incorporate the advantages of artificial intelligence (AI) in language learning, including
tailored learning experiences, improved language competency through AI-driven tools,
heightened student motivation and involvement, immediate feedback and evaluation, and
access to genuine language data and resources. Nevertheless, the review acknowledges the
obstacles and constraints linked to AI in language teaching, encompassing ethical implications,
apprehensions regarding job displacement, and the dependability of AI instruments. The review
highlights the deficiencies in existing research and proposes avenues for future investigation,
providing valuable perspectives on the possible influence of AI on language instruction and
acquisition, and advising policymakers and educators on appropriate methods of integration.

Keywords: artificial intelligence, improved language competency, language instruction,

language acquisition, tailored learning experiences

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INTRODUCTION
Since the introduction of first-generation computers and subsequent upgrades, technology has
been utilized in education (Schindler et al., 2017 as cited in Tahiru, 2021). Educators were
observed utilizing computers for a variety of purposes, including research, grading students,
and instructing. Similarly, students utilized computers for problem-solving, research, and
studying, among other activities. Subsequently, technology has undergone a series of
advancements, culminating in the development of artificial intelligence (AI) as the most recent
outcome of the technological revolution.
The prevalence of artificial intelligence (AI) applications in the field of education has
been increasing and has garnered significant interest in recent years (Zawacki-Richter et al.,
2019). Researchers and educational technologists are currently investigating the possible
advantages and repercussions of integrating artificial intelligence (AI) into educational
practices across all educational levels. Through the utilization of AI, educational practitioners
strive to optimize pedagogy, individualize learning experiences, and expedite administrative
duties. Moreover, AI has the capacity to scrutinize extensive quantities of data and offer
valuable insights for educational decision-making and curriculum building. In general, the
utilization of artificial intelligence (AI) in the field of education holds the capacity to
completely transform the methods of instruction and the acquisition of knowledge, resulting in
enhanced effectiveness, individualized learning experiences, and superior educational
achievements for students.

Manuscript Search and Selection Criteria

The process of searching for and selecting articles for this systematic literature review entailed
an exhaustive investigation of numerous databases and sources. Web of Science, Google
Scholar, ERIC, and Scopus were among the databases utilized.
In order to obtain pertinent articles, a collection of meticulously selected keywords and search
methodologies were devised. Artificial Intelligence, Machine Learning, Natural Language
Processing, Language Teaching, Language Learning, Second Language Acquisition, and
Educational Technology were among the combined keywords. Modifications were applied to
the keywords in accordance with the specifications and syntax of each database in order to
optimize the search operation.
In order to make certain the inclusion of solely pertinent and suitable studies, precise
criteria for inclusion and exclusion were established. The inclusion criteria were narrowed
down to studies that investigated the incorporation of artificial intelligence in the context of
language instruction and acquisition. In order to incorporate the most recent research, the
chosen studies had to have been published subsequent to 2018 in peer-reviewed journals,
conference proceedings, or academic publications. The studies were also required to be
composed in English. In contrast, studies not pertinent to the incorporation of AI in language
education, non-peer-reviewed articles, blog posts, editorials, studies published prior to 2018,
and studies not accessible in English were excluded according to the exclusion criteria.
The search and selection procedure commenced with an initial screening in which the
relevance of prospective articles was assessed by reviewing their titles and abstracts in
accordance with the inclusion and exclusion criteria. Following this, complete texts of the
chosen studies were acquired and meticulously evaluated to ascertain their pertinence.
Discrepancies and disagreements were resolved by the authors through careful selection.
A process of data extraction was conducted in order to gather relevant information from
the chosen studies. The information encompassed various aspects of the study, such as research
methodology, learning outcomes, participant demographics, objectives, and limitations

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pertaining to AI. The procedure of extracting the data facilitated a comprehensive

comprehension of the literature.
The collated data underwent a thematic analysis as part of the synthesis procedure. A
compilation of themes, patterns, and trends that emerged from the research was produced. The
results were subsequently systematically arranged and displayed in a thorough fashion,
incorporating pertinent visual aids such as textual descriptions, tables, and figures.
To summarize, the systematic literature review utilized a meticulous search and
selection methodology to ascertain pertinent research on the incorporation of artificial
intelligence in the domains of language instruction and acquisition. Through the application of
multiple databases, judicious keyword selection, and clearly defined criteria, the reviewers
guaranteed the incorporation of relevant articles. By means of data extraction and synthesis,
crucial themes were identified and insightful knowledge was gained, which contributed to a
holistic comprehension of the subject matter. This systematic review provides educators,
researchers, and policymakers with a valuable resource regarding the application of artificial
intelligence in language education.

Overview of Artificial Intelligence in Education

The advancement of Artificial intelligence in education (AIEd) has the ability to revolutionize
the educational landscape and influence the roles of involved stakeholder. Artificial
Intelligence in Education (AIEd) is primarily centered around the rapid development of
computers capable of performing cognitive functions that are typically associated with human
intelligence, with a specific emphasis on enhancing learning and problem-solving abilities. The
field aims to harness the power of technology to create intelligent systems that can simulate
and replicate human-like intelligence while facilitating more efficient and effective educational
experiences (Baker and Smith 2019 as cited in Chen et al., 2020).
The integration of AI in various aspects of educational practices has undoubtedly
influenced the personal and professional growth of instructors and students, presenting them
with a multitude of chances (Xu & Ouyang, 2021; Ouyang et al., 2022). The existing literature
has presented a wide range of perspectives on the use of AI in education. These perspectives
cover various aspects, including non-teaching functions like timetabling, resource allocation,
student tracking, and providing information to parents/guardians. They also include the
personalization of teaching and learning through tailored assessments, curriculum, and AI
applications that support learners or monitor changes in learner engagement during foreign
language learning (Fahimirad & Kotamjani, 2018; Reiss, 2021; Skinner & Walmsley., 2019).
In their study, Hwang et al. (2020) identified four primary functions of AI in education, based
on its practical implementations. These functions include AI acting as an intelligent tutor, tutee,
learning tool/partner, or policy-making adviser.
As the quantity of research articles in AIEd continues to grow, it is crucial to thoroughly
explore and discuss relevant matters in a systematic manner. Many studies focus on examining
concerns related to the integration of AI in educational settings. Table 1 below provides a
succinct summary of recent research endeavours that have examined these issues.

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Table 1: Studies related to AIEd

________________________________________________________________________
Author(s) and year: Hinojo-Lucena et al. (2019)
Methods: Analyzed were 132 scholarly publications on artificial intelligence (AI) in higher education,
which were indexed in the Web of Science and Scopus databases from 2007 to 2017, using bibliometric
methods.
Aspect of analysis: The objectives of this study are to examine the current state of production, analyze
the correlation between the number of authors and articles, and identify the primary sources,
organizations, authors, and nations that contribute the most to scientific output in the field of artificial
intelligence in higher education.

___________________________________________________________________________
Author(s) and year: Roll and Wylie (2016)
Methods: A systematic review of 47 Journal of AIED articles published in 1994, 2004, and 2014.
Aspect of analysis: To investigate the representative scenarios and foci that have occupied the field of
AIEd.
___________________________________________________________________________
Author and year: Garg (2020)
Methods Analysis: A position paper that guides medical educators on how to adequately prepare for
artificial intelligence.
Aspect of analysis: To educate medical educators with the new challenges and opportunities; to outline
the direct effects of AI on the methodology and content of medical education; and to introduce the
overarching concepts of AI.
___________________________________________________________________________
Author(s) and year: Ocana-Fernandez et al. (2019)
Methods: The subject of this position paper is the implications of artificial intelligence on higher
education.
Aspect of analysis: To discuss a variety of topics, including AI and its impact on the global world,
human intelligence and AI, traditional versus new universities, digital skills, intelligent tutoring
systems, and online learning, as well as new trends toward international social learning.
___________________________________________________________________________
Author(s) and year: Zovko and Gudlin (2019)
Methods: Position paper examining the repercussions of AI disruptive technology on students,
educators, and society.
Aspect of analysis: To provide a comprehensive examination of disruptive technologies and
innovations, with an emphasis on artificial intelligence as a disruptive force. The limitations and
challenges associated with the implementation of artificial intelligence in educational processes and the
educational system as a whole are emphasized in particular.
___________________________________________________________________________

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Author(s) and year: Florea and Radu (2019)

Methods: This is a position paper that addresses concerns regarding the intersection of AI and education.
Aspect of analysis: To explore contrasting perspectives on the correlation between AI and education:
one focuses on the potential of AI to improve education by enhancing the learning process,
personalizing instruction, assisting teachers, and impacting e-learning. The other perspective examines
how AI education should be designed to cultivate the workforce needed to confront this emerging
technological revolution.

___________________________________________________________________________
There are certain limitations to be acknowledged. Firstly, a substantial portion of the
literature consists of position studies, where authors express their personal perspectives on
AIEd matters (Garg, 2020; Ocana-Fernandez, Valenzuela-Fernandez, & Garro-Aburto, 2019;
Zovko & Gudlin, 2019). These types of studies may be biased and lack the objective
representation of real-world scenarios due to their subjective nature and lack of substantial
supporting evidence. Secondly, the bibliographic exploration of AIEd issues is significantly
restricted. Although a bibliometric analysis conducted by Hinojo-Lucena et al. (2019)
examined 132 academic studies on AI applications in higher education between 2007 and 2017,
a more comprehensive examination requires a systematic review methodology. It is
recommended to meticulously examine representative articles to gain a comprehensive
understanding of the AIEd field.
Additionally, it is important to note that a 2016 study by Roll and Wylie (as cited in
Chen et al., 2020) analyzed scholarly literature published in the International Journal of
Artificial Intelligence in Education in 1994, 2004, and 2014, rendering it outdated. This single-
journal focus limits our understanding of AIEd research and the review process for studies
published after 2014 has not yet commenced. Consequently, there is a scarcity of
comprehensive analyses summarizing the patterns, advancements, and ground-breaking AI
technologies implemented in the field of education. However, a comprehensive analysis
conducted by Zawacki-Richter et al. (2019) identified four key domains of AIEd applications:
adaptive learning systems, intelligent tutoring systems (ITSs), assessment and evaluation, and
profiling and prediction. It is worth noting that the selection of articles in this study was not
based on academic influence or impact. Therefore, there remains a need for further research
and analysis in order to gain a more complete understanding of the integration of AI in
education.

Benefits of Integrating AI in Language Teaching and Learning

Linguists and language teachers find AI intriguing from multiple perspectives. Utilizing AI and
Natural Language Processing (NLP) techniques enhances the generation of comprehensive
explanations for natural languages, resulting in improved processing of large collections of
texts. Furthermore, it facilitates a deeper comprehension of the cognitive processes involved in
human verbal communication. AI-driven technologies are utilized in computer linguistics for
tasks such as developing computer languages, machine translations, and enhancing human-
machine communication through speech recognition and synthesis. AI-powered tools are part
of the developing field of educational technology, and many authors recognize the significant
advantages they can offer to both students and teachers. AI-powered education (AIEd) provides
the potential for a learning experience that is highly individualized, adaptable, inclusive, and
captivating. It can equip educators and students with the resources to address not only the
content being learned, but also the methods of learning and the emotional state of the student.
It can assist learners in acquiring the knowledge and skills that businesses are actively seeking,

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while also enabling teachers to establish more advanced learning settings beyond what would
be achievable otherwise. AIEd, for instance, facilitates collaborative learning, which is
challenging for a single teacher to accomplish independently. It achieves this by ensuring that
the appropriate group is established for the specific activity and by offering precise guidance
at the optimal moment (Luckin et al., 2016 as cited in Pokrivcakova, 2019).
Foreign language instructors and students have access to an extensive selection of AI-
driven tools that are designed to facilitate their tasks. The implementation of AI in the
instruction of foreign languages offers students prompt and remarkably personalized
assistance, serving as an essential basis for personalized learning, which is considered an ideal
pedagogical standard in the twenty-first century. AI-powered tools exhibit a distinct advantage
over human instructors in this regard. Human teachers are limited in their ability to
continuously assess the outputs of every learner, diagnose their unique learning requirements,
adjust the learning content accordingly, and provide learners with reliable feedback within
seconds – all while instructing a class of twelve or more students. However, tools propelled by
AI have the capability to gather substantial volumes of data regarding the progress of learners.
This data can then be utilized to construct personalized learning curves for each learner and to
modify learning materials accordingly. In addition, by means of the functionality of small,
consequential actions and immediate feedback, they facilitate the development of learners. As
a result, educators can utilize these programs and applications as highly effective
supplementary resources, as they liberate instructors from laborious, time-consuming, and
energy-intensive tasks like exercises on grammar or pronunciation.
AI language learning tools refer to computer programs or software that employ artificial
intelligence (AI) algorithms to assist users in acquiring and enhancing their proficiency in a
foreign language. These tools encompass software that can perform real-time translation of text
or speech, language tutoring systems that provide tailored lessons and feedback, and language
production systems that can produce original writing in a certain language (De la Vall & Araya,
2023).
The utilization of AI in language learning has grown in popularity as a result of its
convenience and effectiveness. Smart devices and the Internet have rendered it simpler for
individuals to discover alternative methods of language learning. Language learning AI tools
have the potential to optimize students' time by executing designated tasks and providing a
more individualized learning experience that is tailored to their individual requirements and
advancements. On the market, there are numerous varieties of AI language learning tools, each
with its own capabilities and features. Prominent instances encompass Duolingo, Elsa Speak,
and Google Translate. These tools are utilized by individuals and organizations across the globe
to enhance their language proficiency for academic, professional, or recreational purposes.
The advancements in AI language learning technologies over the past few years have
been significant, both in terms of their efficacy and user-friendliness. With the aid of virtual
reality and augmented technology, these tools now offer an interactive and immersive learning
experience. The utilization of AI in language acquisition has both benefits and drawbacks, as
stated by Kannan and Munday (2018). These include the requirement for increased human
engagement and the challenge of accurately reproducing cultural and contextual subtleties.
Nevertheless, this does not obscure the advantages of employing AI language learning
tools for language acquisition. To begin with, these tools improve the speed and effectiveness
of the learning process through the automation of tasks and the provision of individualized
learning experiences that are customized to each student's progress and requirements (Xie et
al., 2019). Instantaneous corrections and feedback can be advantageous for students, as it
accelerates their skill development. Additionally, AI language learning tools offer customized
experiences through the utilization of algorithms that monitor user advancement and modify
instructional resources correspondingly (Kessler, 2018). This individualized strategy increases

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learner engagement and productivity by accommodating their distinct learning styles and rates.
Furthermore, certain tools enable users to acquire proficiency in multiple languages
concurrently, thereby facilitating the development of language capabilities for private or
professional objectives. Furthermore, it is worth mentioning the accessibility of AI language
learning tools, which can be accessed conveniently from any internet-connected device or
through mobile applications. These tools are accessible both online and via mobile application.
This adaptability permits studying from any location and at one's convenience.
In summary, AI language learning tools frequently provide economical alternatives,
such as free or low-cost alternatives, which render them more economically viable in
comparison to conventional approaches like in-person classes or private tutors. Additionally,
the adoption of AI language learning tools facilitates the efficient improvement of language
proficiency, guarantees individualized learning encounters, and offers affordability and
accessibility in the realm of language acquisition.

Challenges and Limitations of AI in Educational Setting

Although AIEd has the potential to transform education, researchers and practitioners face
various challenges in their work due to the field's heavy reliance on technology and its
interdisciplinary nature.
UNESCO (2019) identified six key challenges for achieving sustainable development
in the field of Artificial Intelligence in Education (AIEd): the need for comprehensive public
policy, promoting inclusion and equity in AIEd, adequately training teachers for AI-powered
education, enhancing AI's understanding of education, establishing high-quality and inclusive
data systems, prioritizing significant research on AIEd, and ensuring ethical and transparent
practices in data collection, use, and dissemination.
At the individual level, challenges encompass significant societal disadvantages such
as systemic bias, discrimination, inequality for marginalized student groups, and xenophobia
(Hwang et al., 2020). Additionally, there are complex ethical concerns regarding privacy and
bias in the collection and processing of data (Holmes et al., 2021). The extensive consequences
of AIEd have given rise to growing apprehensions over its adverse implications, such as the
exacerbation of educational inequities among learners due to the commercialization of
education and the division between homeschooling and traditional education (Reiss, 2021).
The use of AI may become widespread to the point where individuals may be exposed to
hazards without their knowledge, and this situation may be further exacerbated by the
continued effects of the COVID-19 pandemic (Borenstein & Howard, 2021). These hurdles
highlight the need for teachers and students to be educated and familiarized with the ethical
issues related to AIEd and how to handle them.
In addition, AIEd also presents ethical considerations and privacy concerns that require
careful examination to distinguish between ethical actions and actions carried out ethically
(Holmes et al., 2021). As Russell and Norvig (2002) stated, "all AI researchers should be
mindful of the ethical implications of their work" (p. 1020). Multiple studies have shown that
there are different ethical issues arising from the development of general AI and AIEd. These
issues mainly revolve around the responsibility of handling data in various contexts, including
higher education, K-12 education, schools, and specific subjects. These addressed the topics of
informed consent, privacy violation, skewed data assumption, fairness, accountability, and
statistical apophenia.
There are concerns raised by others regarding the effects of AI-related areas such
surveillance and consent, learner privacy (Sacharidis et al., 2020), identity configuration, user
confidentiality, integrity, and inclusivity (Deshpande et al., 2017 as cited in Nguyen et al.,
2023). Another topic of conversation has focused on the ethical considerations around the use

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of data for educational purposes and learning analytics (e.g., Kay & Kummerfeld 2019; Kitto
& Knight, 2019). These encompass the domains of data analysis and administration, alternative
viewpoints on data utilization, and the hierarchical dynamics among relevant stakeholders such
as students, teachers, and educational goals (Slade & Prinsloo, 2013 as cited in Nguyen et al.,
2023). Additional ethical concerns about AI in Education (AIEd) encompass challenges related
to data collecting, limited accessibility to data sources, bias and representation, ownership and
control of data, data autonomy, AIEd systems, and human agency (Akgun & Greenhow, 2021;
Miao et al., 2021). However, it is essential to thoroughly understand these values and principles
before making judgments that are guided by ethics and responsibility. It is also important to be
mindful of potential, and possibly unforeseen, consequences in the field of education.
Although recent work has attempted to establish different ethical frameworks for
general AI use (e.g., Ashok et al., 2022), ethical and privacy issues are suggested to be
contextualized (Ifenthaler & Schumacher, 2016), hence the prior guidelines established in other
disciplines might not be appropriate for education. The contextual approach to the ethical
design and use of AIEd could play an essential role in addressing the issues of ethical and
privacy concerns in education context. Prior research has emphasised the importance of the
sociotechnical context configured by educational technology and educations practices in
ethical considerations (Kitto & Knight, 2019). The understanding of ethics and privacy from
various perspectives could promote the design of ethical and trustworthy AIEd and the adoption
of such systems. The consensus assessment of policies and guidelines would inform a
comprehensive and integrated instructions for different stakeholders in adopting AIED. This
contributes to establishing a common ground and solid foundation for further development and
implementation of AIEd.

Concerns About the Future of Artificial Intelligence

The topics of ethics, bias, and fairness continue to be at the forefront of conversations over the
expanding influence of artificial intelligence. In most cases, the data that is used to train
artificial intelligence includes data that has biases that are either inherent to the data itself or to
the process of developing algorithms. Furthermore, the outcomes that are produced as a
consequence of this bias can be problematic or even harmful to particular populations. It is
conceivable to improve the fairness of algorithms by adopting the approaches of cognitive
scientists who are accustomed to working with the ‘black box’ of the human brain (Taylor &
Taylor, 2021). While responses such as explainable AI are possible routes to improve the
fairness of algorithms, vital insights may be gained by adopting these methods.
It is becoming increasingly evident that all faculty, teachers, and students in higher
education need to have the necessary literacies and competencies (Long & Magerko, 2020; Ng
et al., 2021 as cited in Gasevic, 2023). This development is a direct result of the sudden public
interest in artificial intelligence, which was driven by the success of big language models. What
information about artificial intelligence should the general public be aware of? What are the
significant differences between the reskilling of society in computer science literacies during
the past few decades and the general competencies in artificial intelligence? It is at this point
that important concerns arise: what should the general public know about artificial intelligence,
and what should academics (both students and faculty) know about it? What methods will be
utilized to reskill vast segments of the population, and who will be responsible for initiating
and supporting this process of reskilling? Literacy in artificial intelligence should be a state
and national initiative. On the other hand, should this need be left to the public and private
education sectors to address? No matter the manner in which those judgments are made, it
appears to be an essential and fundamental requirement to have a functional grasp of what

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artificial intelligence (AI) is, what it does, and the potential ramifications it may have on
persons and society.
There will always be a difficulty to overcome regarding the trustworthiness and
dependability of AI technologies. The notion of generative artificial intelligence, which is built
on transformer-based architectures for the purpose of training huge language models, is the
foundation of several artificial intelligence technologies that have recently gained a lot of
attention. These artificial intelligence technologies are capable of producing textual replies that
are remarkably realistic and human-like across a wide variety of genres. On the other hand, the
architectural designs of such technologies do not have any conceptions that may guarantee the
truthfulness of facts and reason about the relationships between causality and time (Marcus &
Davis, 2019). Furthermore, they are able to generate eloquent comments that are written in an
authoritative tone on issues that are completely incomprehensible, such as the financial
consequences of pension plans and the effects of elderly care on immune cells. Arguably, in
order to overcome these challenges, a fundamental paradigm shift from the technologies that
are currently being used in artificial intelligence is required (Marcus & Booch, 2023). While
we are working with the current iteration of artificial intelligence technologies, which is
generative, we recognize the need to identify effective learning and teaching practices that will
utilize the shortcomings of generative AI technologies as opportunities for promoting higher-
order learning (for example, analyzing and scrutinizing outputs produced by ChatGPT). To be
successful in this process, we cannot expect teachers and educators to solve the issue of
artificial intelligence (AI) in their classrooms on their own. Instead, we need to have a
significant amount of involvement from researchers, technology developers, and policy
makers.
As generative AI technologies, such as ChatGPT, gained increased media attention in
late 2022, academics and universities reacted with concern. As institutions, universities have
had an impact on the discovery and dissemination of human knowledge for centuries or
millennia. Consequently, universities are not evaluated based on how quickly they react to
emerging trends. Although this feature of higher education systems is commendable for
preventing minor yet significantly publicized trends from overshadowing the noble long-term
objectives of universities to support democracies and society at large while improving the
standard of living for all, it hinders the ability of school systems and universities to adapt and
respond systemically to profound and potentially existential trends, as well as to conceive of
novel contributions to a society where artificial intelligence is prevalent. Critical discussions
arise for university administration. Prior to anything else, can the early indicators of effective
AI approaches in the classroom be extrapolated to accommodate large numbers of students and
a growing diversity of students? Furthermore, in regard to the rate at which systems ought to
react to AI and the degree of assertiveness with which they should reconfigure themselves in
light of AI.

CONCLUSION
The incorporation of artificial intelligence (AI) into the domain of education has yielded
substantial progress and a multitude of prospects for educators and students alike. Adaptive
and individualized learning experiences have become possible due to the implementation of
intelligent systems that supplement conventional classroom environments. By adapting to
various learning styles, the software can track student progress in real-time, provide immediate
feedback, and enable students to progress at their own tempo. This functionality is especially
beneficial for students who have learning disabilities and necessitate individualized
instructional approaches. Moreover, the integration of AI in education facilitates seamless
communication between distant learners and online tutors, mentors, and peers. Ongoing

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development of novel applications aims to expand the scope of accessibility for this technology,
thereby facilitating its utilization by learners from diverse backgrounds.
Furthermore, the integration of AI technology into the field of education may lead to
enhanced oversight of academic establishments, streamlined administrative procedures, and
improved curriculum management systems. By identifying patterns in academic achievement
and recommending curriculum modifications based on the requirements of the students,
intelligent systems have the potential to improve educational outcomes. By detecting instances
of academic dishonesty and plagiarism, they promote the value of academic integrity.
Additionally, AI can improve academic community stakeholder engagement, information
sharing, and communication.
However, the incorporation of artificial intelligence presents ethical complexities,
specifically concerning matters of privacy, security, and autonomy. Hence, prior to deploying
AI-integrated education systems, it is critical to comprehensively evaluate these and any other
potential negative consequences for education. It is crucial to continue monitoring the effects
of AI as its application expands and to ensure that its implementation enhances the quality of
education at every level and this can potentially via extensive research about AI.

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