Advancing Educational Insights: Explainable AI Models for Informed Decision-Making

Abstract

Abstract: Over the past two decades, the integration of machine learning (ML) techniques within educational frameworks has garnered significant attention. However, despite its widespread adoption, there remains a dearth of research focusing on developing AI systems with a core emphasis on interpretability and explainability. This paper seeks to bridge this gap by proposing an advanced framework that not only predicts students' performance accurately but also offers reliable and interpretable results tailored for career counseling. The framework merges the concepts of ML and Explainable AI (XAI) to address the complexities of career counseling in educational settings. Drawing inspiration from educational data mining, the framework aims to provide insights conducive to students' career growth and decision-making processes. By incorporating MLbased White and Black Box models, the approach analyzes a comprehensive educational dataset comprising academic and employability attributes crucial for job placements and skill development. To enhance interpretability, the framework leverages the NGBoost algorithm, known for its efficiency in prediction modeling. Additionally, it integrates Local Interpretable Modelagnostic Explanations (LIME) and Shapley Additive Explanations (SHAP) methods for providing both local and global explanations of model predictions, ensuring transparency and comprehensibility. Through a series of use cases, the paper showcases the applicability and effectiveness of the framework in providing actionable insights to educators and students alike. In conclusion, this research contributes to the advancement of career counseling in educational contexts by offering a robust and interpretable ML-based framework. By providing transparent insights into students' academic performance and career prospects, the approach facilitates informed decision-making and supports personalized guidance for optimal career trajectories.