Artificial Intelligence in Education: Enhancing Student Engagement and Academic Success

This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research provides full-fledged knowledge and approach on the overall implementation and significance of AI tools using hypothetical situation evidence (background materials), which are required to understand their prominence. We use a mixed-methods approach, combining quantitative analysis of institutional records and surveys capturing student engagement, academic performance and innovative thinking pre-post AI implementation with qualitative case studies which provide detailed insights into how AI tools can be implemented effectively in educational settings. This study is based on secondary data source, major publications available in the Scopus database related to AI in education. Search terms for data search were "Artificial Intelligence in Education," "AI-driven tools," "Impact of AI on classroom dynamics", "Personalized learning", "Educational technology, AI, and creativity in education", Critical thinking in the classroom, Adaptive learning systems), intelligent tutoring systems)." Student engagement. The results demonstrate significant gains in multiple metrics, with engagement scores increasing by 20–23%, GPA from 9% to 14%, and innovative thinking skills levels swelling from 44% to 57%. About 65%-75% of teacher surveys indicated a positive impact of AI on teaching and learning. The study also notes constraints including confounding whereby the inability to control for factors that may affect odds of innovative thinking and conceptualization in measuring innovative thinking. This is role, it should also advocate for longitudinal inquiries, establish standardized ways of assessing, and be analytical about the ethical implications raised by AI in education. Overall, this study underscores that AI has considerable potential to improve educational achievement and the necessity of systematic research in order to actualize its benefits. This study reinforces the possibility of AI making a big difference in improving educational results. As such, it illuminates the importance of systematic investigations into AI´s function in education to obtain full knowledge on how best to take advantage.

The article reveals various aspects of the use of artificial intelligence (AI) in higher education. Prospects for the use of AI in higher education are discussed, and specific examples of the use of AI for educational purposes are considered. AI, having great potential for improving the quality of higher education, also carries potential risks of use that must be taken into account. The role of artificial intelligence in the educational process of higher education, evaluation and management of educational processes is emphasized. That is why attention is focused on the issue of what aspects are behind the use of AI in education. The issue of ethical and social consequences of the use of AI in education is discussed.

Students in advanced technology societies are transforming their learning experiences through AI education which now enhances how teachers teach. Our investigation examines how AI affects school performance and studies methods of learning for secondary students in Khyber Pakhtunkhwa (KP) Pakistan's schools. A research design based on numbers gathered data from 300 students in three districts Peshawar, Swat, and Charsadda from both public and private secondary schools through a stratified random sample. Our survey tested student behaviour with AI tools while measuring their learning results and studying habits. We analysed statistical information both for basic view and for hidden conclusions using SPSS. The data association between students' AI tool application and their learning performance produced a medium positive outcome (r = 0.42). Additionally, the results linked AI utilization to enhanced motivation (r = 0.37) and better participation (r = 0.39). Students who used AI tools often in education gained better test results and developed better learning practices. Students living in Peshawar's urban facilities learned more from AI than students studying at Charsadda's rural school system. Students at private schools used AI technology more often and achieved better grades than students at public schools. AI utilization proves to be a major indicator affecting academic results according to our multiple regression results. These results hold true despite considering student gender, school type, and place of residence. The research shows that AI boosts educational results and supports good student behaviour but needs suitable setups and prepared institutions to produce ideal outcomes for all learners. Our research indicates that AI has strong potential for education improvement in KP if we properly design its use and provide quality training to students and teachers. References Alenezi, A. (2023). Teacher perspectives on AI-driven gamification: Impact on student motivation, engagement, and learning outcomes. Information Technologies and Learning Tools, 97(5), 138. Alrawashdeh, G. S. (2023). Personalized and adaptive learning technology for early grade reading: Evidence from MENA [Doctoral dissertation, University of Illinois at Urbana-Champaign]. Alyas, T., Almansour, B. Y., Tabassum, N., Almansour, A. Y., & Azhar, A. (2024, December). Enhancing governance in Pakistan through e-government: The role of evidence-based monitoring systems. In 2024 International Conference on Decision Aid Sciences and Applications (DASA) (pp. 1–10). IEEE. Amin, I., & Shah, M. A. (2025). The role of digital and distance learning in higher education: Insight from Khyber Pakhtunkhwa. GUMAN, 8(1), 305–318. Benson, K. (2025). Pattern drafting pedagogy research [Doctoral dissertation, Trident University International]. Bhutoria, A. (2022). Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a human-in-the-loop model. Computers and Education: Artificial Intelligence, 3, 100068. Cantú-Ortiz, F. J., Galeano Sánchez, N., Garrido, L., Terashima-Marin, H., & Brena, R. F. (2020). An artificial intelligence educational strategy for the digital transformation. International Journal on Interactive Design and Manufacturing (IJIDeM), 14, 1195–1209. Fitria, T. N. (2021, December). Artificial intelligence (AI) in education: Using AI tools for teaching and learning process. In Prosiding Seminar Nasional & Call for Paper STIE AAS (pp. 134–147). Heath, M., Asim, S., Milman, N., & Henderson, J. (2022). Confronting tools of the oppressor: Framing just technology integration in educational technology and teacher education. Contemporary Issues in Technology and Teacher Education, 22(4), 754–777. Liando, N. V. F., & Tatipang, D. P. (2024). Enlightened minds: Navigating the nexus of artificial intelligence and educational modernization. Penerbit Tahta Media. Lin, C. C., Huang, A. Y., & Lu, O. H. (2023). Artificial intelligence in intelligent tutoring systems toward sustainable education: A systematic review. Smart Learning Environments, 10(1), 41. Mohebbi, A. (2025). Enabling learner independence and self-regulation in language education using AI tools: A systematic review. Cogent Education, 12(1), 2433814. Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO. Qayyum, A., Sadiqi, T., & Abbas, M. A. (2024). Integrating artificial intelligence into early childhood education policy in Pakistan: Challenges, opportunities, and recommendations. Journal of Development and Social Sciences, 5(4), 416–431. Räisä, T., & Stocchetti, M. (2024). Epistemic injustice and education in the digital age: Introduction. Journal of Digital Social Research, 6(3), 1–9. Robson, R. A. (2018). The use of drama-based techniques in higher education teaching [Doctoral dissertation, University of Greenwich]. Rubab, I. (2019). Women’s rights of inheritance: Practices and challenges in Punjab [Unpublished doctoral dissertation]. University of the Punjab. Sajjad, N., Batool, S., & Amjad, F. (2025). Utilizing artificial intelligence to improve teachers’ knowledge and instructional strategies in special education setting. Journal of Social Sciences Research & Policy, 3(1), 153–164. Ullah, K. (2025). Barriers and opportunities: The influence of social and cultural dynamics on girls' secondary education in tribal regions of Khyber Pakhtunkhwa, Pakistan. The Regional Tribune, 4(1), 31–43.

The integration of Artificial Intelligence (AI) in higher education has gained significant momentum, particularly in enhancing teaching methodologies and student learning outcomes. In higher education, AI enhances personalized learning, boosts student motivation, and improves academic achievement. In the context of Arts and Science colleges in Erode, there is a growing interest in adopting AI tools such as chatbots, virtual labs, and personalized learning platforms. However, the actual impact of these technologies on students’ academic performance and learning experiences remains underexplored. The integration of Artificial Intelligence in education faces several challenges in Arts and Science colleges in Erode. One major issue is the lack of awareness among students about the available AI tools and their potential academic benefits. Additionally, unequal access to AI resources across colleges hampers consistent usage. Students also exhibit varying levels of engagement with AI tools, which may affect their academic outcomes. Hence, the researchers developed a study for exploring the role of artificial intelligence in enhancing educational outcomes of college students in Erode, Tamilnadu. A descriptive research design is employed to align with the study’s objectives. Both primary and secondary data sources are used to gather information. The study targets students from Arts and Science colleges in Erode, Tamil Nadu, with a sample size of 185 selected through random sampling. The necessary data is collected using a structured questionnaire that covers students’ demographic profiles, AI tool usage, and their perceptions of AI’s role in enhancing educational outcomes, assessed through a 5-point Likert scale. The data are organized using MS Excel and analyzed using statistical techniques such as percentage analysis, mean scores, standard deviation, and ANOVA via SPSS 26.0 software. Additionally, null hypotheses are formulated to examine significant differences in the perceived role of AI across selected independent variables. This study mentioned from analysis that maximum level of experience with AI’s role in enhancing educational outcomes is perceived by the students belong to male, Science stream, studying second-year, using Virtual Labs (AI tool) and using AI tools frequently.

The world we live in has been radically changed by technology in recent decades. The field of artificial intelligence (AI) in education (AIEd) has developed into a sizable literature collection with a variety of viewpoints. The use of artificial intelligence in educational applications is growing in popularity, posing both benefits and difficulties for the classroom. This study aims to provide a comprehensive understanding of the current conceptual framework of AIEd and explore the future vision for this technology. The study aims to investigate the opportunities that AI technology offers to enhance teaching and learning, identify challenges in this field and outline the future vision for AI technology, and examine the learning outcomes for teachers and students influenced by AI technology. This method can offer a thorough understanding of the conceptual framework and the long-term goals for this area of technology. For a comprehensive literature evaluation, we chose 35 empirical research publications that included AIEd applications, study themes, and other aspects of the research design, including the general AIEd research field, AIED applications, research topics, and future vision including future benefits, opportunities, threats, and challenges. Although AIEd-based settings are improving student learning, research indicates that tailored learning is still in its early stages. Lack of money and moral dilemmas are obstacles. AIEd's benefits include the fact that AI chatbots and applications facilitate learning, but they also have drawbacks. Additionally, AI apps improved engagement through interactive features, promoted well-being with components and continual availability, and spurred creativity by offering new ideas and problem-solving strategies. While encouraging creativity and increasing participation have many advantages, there are also important obstacles that need to be overcome, such as limits on creativity and moral dilemmas. To maximize the use of AI in education, these elements must be balanced through careful deployment and ongoing assessment.

This study investigated teachers’ opinions on using artificial intelligence (AI) in education. The aim was to gain insight into teachers’ expectations, desires, and concerns regarding AI applications that will be used more frequently in education shortly. Teachers were consulted about the purposes for which AIs can be used in their lessons and the current level of AI utilization. A qualitative research method was used in the study. Data on the use of AI in education was collected through semi-structured interviews with teachers. The collected data was analyzed using content analysis. According to the findings, teachers believe AIs can be used for language learning, personalized education, and individual student tracking. All teachers participating in the study had a positive view of the use of AI in education. Moreover, most teachers think that AI applications will increase academic success; however, they expect AIs to be suitable for the student level, provide feedback to the student, and evaluate the teaching process. Participants, who stated that teachers also have responsibilities in using AIs, emphasized that teachers need to improve by receiving training on this subject. The study revealed teachers’ concerns about using AI, bringing these reservations to light. In the study’s conclusion, suggestions were made, such as the necessity of using AI in education and considering teachers’ concerns. It also addressed what needs to be done to promote the widespread use of AIs nationwide.

It’s interesting to see how the use of artificial intelligence (AI) in education is becoming increasingly prominent due to the rapid growth of AI technology. One of the main benefits of using AI techniques for teaching and learning is the potential to raise the standard of instruction. The present study explores the benefits and difficulties of incorporating AI in higher education institutions and the challenges students face in embracing the technology. The study also examines the challenges teachers face while using AI in their teaching, and how AI can help them teach more effectively and efficiently. The study is targeted towards students and teachers, a sample of 337 responses were collected and analyzed using SPSS and Microsoft Excel. According to the study, most teachers and students are aware of artificial intelligence (AI) tools, and they highly appreciate the effectiveness of AI in education. Participants emphasized that AI can be useful in promoting creative teaching strategies, developing study materials, and enhancing problem-solving skills. Furthermore, the study found that AI has a positive impact on academic performance. Therefore, the use of AI can positively influence the teaching and learning process.

The rapid integration of Artificial Intelligence (AI) in education has introduced new opportunities and challenges to teaching and school management. AI tools such as Chat GPT, Grammarly, and AI-based lesson planners are transforming how educators deliver lessons and manage administrative tasks (de Jong, 2020; Takona, 2024). This study explored the perceptions, usage patterns, and attitudes of DepEd personnel in Tandag City toward AI tools, highlighting both the potential benefits and concerns associated with AI adoption. A descriptive quantitative research design was employed, involving 174 DepEd personnel from various roles, including teachers (82.2%), master teachers (5.7%), principals (2.9%), and administrative staff (1.7%). Data were gathered through an online survey and analyzed using statistical methods to determine the respondents’ demographic profiles, level of AI usage, perceptions, and attitudes toward AI integration in education. The findings revealed that most respondents (87.4%) were familiar with AI tools, with Chat GPT being the most commonly used application (60.9%), consistent with trends noted by Zhang et al. (2021). Although AI usage frequency varied, 24.7% of respondents reported using AI tools weekly, while 20.1% used them daily, and 37.4% used them rarely. Despite the widespread use of AI, formal training on AI tools remained limited, with 86.2% of respondents reporting no attendance at related seminars or training, reflecting the gaps identified by Anwar and Gupta (2021). This gap highlights the need for professional development initiatives to build AI literacy and confidence among educators. The study also revealed a generally positive perception of AI, with a mean perception score of 3.71 (SD = 0.33), recognizing its potential to enhance creativity, innovation, and productivity (Davenport et al., 2020). However, respondents expressed concerns about data privacy (64.9%) and job displacement (58.6%), as well as skepticism regarding the reliability of AI-generated content (54.0%) (Frey & Osborne, 2017; Taddeo & Floridi, 2018). While there was cautious optimism regarding the future use of AI in education, many respondents (60.4%) preferred human interaction over AI-powered assistants (Chen et al., 2020). To address these challenges, the study recommends targeted training programs that emphasize practical applications, data security, and ethical considerations. Enhancing AI literacy will enable educators to maximize the benefits of AI while mitigating potential risks. Further research on the long-term impacts of AI adoption in education is essential to ensure effective and responsible integration that fosters inclusive and adaptive learning environments (Brynjolfsson & McAfee, 2017).

The rapid integration of Artificial Intelligence (AI) in education has introduced new opportunities and challenges to teaching and school management. AI tools such as Chat GPT, Grammarly, and AI-based lesson planners are transforming how educators deliver lessons and manage administrative tasks (de Jong, 2020; Takona, 2024). This study explored the perceptions, usage patterns, and attitudes of DepEd personnel in Tandag City toward AI tools, highlighting both the potential benefits and concerns associated with AI adoption. A descriptive quantitative research design was employed, involving 174 DepEd personnel from various roles, including teachers (82.2%), master teachers (5.7%), principals (2.9%), and administrative staff (1.7%). Data were gathered through an online survey and analyzed using statistical methods to determine the respondents’ demographic profiles, level of AI usage, perceptions, and attitudes toward AI integration in education. The findings revealed that most respondents (87.4%) were familiar with AI tools, with Chat GPT being the most commonly used application (60.9%), consistent with trends noted by Zhang et al. (2021). Although AI usage frequency varied, 24.7% of respondents reported using AI tools weekly, while 20.1% used them daily, and 37.4% used them rarely. Despite the widespread use of AI, formal training on AI tools remained limited, with 86.2% of respondents reporting no attendance at related seminars or training, reflecting the gaps identified by Anwar and Gupta (2021). This gap highlights the need for professional development initiatives to build AI literacy and confidence among educators. The study also revealed a generally positive perception of AI, with a mean perception score of 3.71 (SD = 0.33), recognizing its potential to enhance creativity, innovation, and productivity (Davenport et al., 2020). However, respondents expressed concerns about data privacy (64.9%) and job displacement (58.6%), as well as skepticism regarding the reliability of AI-generated content (54.0%) (Frey & Osborne, 2017; Taddeo & Floridi, 2018). While there was cautious optimism regarding the future use of AI in education, many respondents (60.4%) preferred human interaction over AI-powered assistants (Chen et al., 2020). To address these challenges, the study recommends targeted training programs that emphasize practical applications, data security, and ethical considerations. Enhancing AI literacy will enable educators to maximize the benefits of AI while mitigating potential risks. Further research on the long-term impacts of AI adoption in education is essential to ensure effective and responsible integration that fosters inclusive and adaptive learning environments (Brynjolfsson & McAfee, 2017).

The object of the study is the status, segment analysis, dynamics and prospects of the global markets for higher education and artificial intelligence in higher education. The analysis and systematization of literature data allowed to summarize the results of research in the field of marketing research of higher education markets and artificial intelligence in higher education. To conduct a marketing analysis, the method of literature search and the method of analysis were applied. The main trends, volumes, rates and factors of growth of the higher education and artificial intelligence markets in the field of higher education, as well as some limitations of their development are presented. The analysis of the higher education market is carried out by the following segments: geographical regions, mode of study, educational levels, sources of income, educational institutions, and the market of artificial intelligence in education – market components, deployment mode, technologies, applications, geographical regions. The potential demand and volume of higher education and artificial intelligence markets in the field of higher education in different countries of the world are determined, the dynamics and competition in the world markets are tracked. The state of the art and prospects for further research in the field of higher education and artificial intelligence in education are summarized. The following scientific methods were used: the method of searching for literature data on the topic under study; the method of analyzing literary sources; comparative analysis of different methodological approaches; content analysis of documents; the method of systematization and classification in conducting research on the achievements of modern science and technology in the field of higher education and the use of artificial intelligence in higher education. The systematization of literature data allowed to present the problems of higher education and the use of artificial intelligence in higher education in the form of tables and diagrams, which gives a certain advantage for understanding and using the material.

PurposeThis study aims to analyze the most frequently discussed topics in the scientific discourse on artificial intelligence (AI) in higher education using Natural Language Processing (NLP) techniques.Design/methodology/approachThis paper analyzes 52 peer-reviewed articles published between 2017 and 2024, utilizing NLP techniques to identify prevalent unigrams, bigrams and trigrams related to AI in higher education.FindingsThe analysis identifies an emerging concern with utilizing AI tools to enhance educational processes, with “Higher education,” “artificial intelligence” and “generative AI” becoming ubiquitous terms in use. LLM and ChatGPT represent types of technology that evoke potential for personalized learning and enhanced practice in instruction.Research limitations/implicationsIn review studies, samples with a post-secondary educational background usually restrict generalizability to school environments. Future studies can examine the long-term consequences of AI technology in extended academic environments, longitudinal studies and educational environments.Practical implicationsThe frequency patterns from our analysis offer essential insights for educators and administrators regarding curriculum development and teaching practices. The high occurrence of terms like “artificial intelligence” (1,193 times) and “higher education” (824 times) highlights the need for incorporating AI literacy into curricula. This integration should include guidelines for responsible AI use and training programs for faculty. The frequent mentions of “teaching learning” (226 times) and “AI education” (319 times) highlight important implications for teaching practices. Educational institutions must establish frameworks that blend traditional methods with AI-enhanced strategies, including assessment plans that consider AI tools while upholding academic integrity. Additionally, institutions should prioritize investment in AI infrastructure and support systems.Social implicationsOur findings highlight important societal implications beyond education. The frequency analysis reveals concerns about educational equity, including disparities in access to AI-enhanced education, digital literacy gaps and economic barriers to adopting AI tools. Addressing these issues is vital to prevent the worsening of social inequalities. Additionally, our results emphasize the need for workforce development. Educational institutions should focus on equipping students with the AI competencies that employers demand and bridging the gap between academic training and industry needs. The policy implications of our findings are equally significant. Our analysis suggests the need for educational policies that address AI integration while establishing clear guidelines for ethical AI use in academic settings. These policies should include standards for AI tool evaluation and implementation to guide institutions' adoption decisions. The economic impact of these developments is also noteworthy, as our results indicate the potential for enhanced workforce preparedness through AI-integrated education, improved educational efficiency through automation and new opportunities for educational technology development.Originality/valueThis study contributes to the field by providing an overview of prominent trends in AI within higher education, discussing the practical application, future research opportunities, and challenges associated with the responsible and effective use of AI in education.

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Artificial intelligence for precision education in radiology - experiences in radiology teaching from a UK foundation doctor.

The introduction and implementation of Artificial Intelligence (AI) in higher education has brought out new opportunities and obstacles. The utilization of AI will result in a significant transformation of the governance structure within global higher educational institutions. The potential use of AI involves exploring the educational implications of how teachers may enhance their teaching methods, how students can improve their learning experience, and how institutions of higher education can make more accurate and timely judgments. This is significant because the workload has significantly increased as a result of the widespread expansion of higher education. Given the circumstances, AI assistance is crucial. The implementation of artificial intelligence in higher education is a significant matter in this context. The objective of this study is to investigate the feasibility of individuals adopting it. To do this, we have formulated hypotheses and a conceptual framework, which we then validated through a survey by obtaining feedback from a total of 240 respondents. Research has discovered that the model can assist authorities in promoting the implementation of artificial intelligence in higher education. The outcome of this study will help practitioners understand the insights of people’s intentions and psychology in adopting AI in educational sectors.

One of the main challenges in higher education management is the complexity of resource optimization and increasing volumes of data, which limits the efficiency and accuracy of decision-making. The application of artificial intelligence can address these issues.The present study aims to identify the key trends, knowledge gaps, and opportunities for further research into the economic effects of using artificial intelligence and ChatGPT tools in higher education. For this purpose, a systematic literature review was conducted to identify and screen the scientific articles related to the topic of this study indexed in Web of Science and Scopus from 1986 to 2024. A total of 234 articles were selected, all demonstrating positive growth both in scholarly output and citation count. The study identified the key contributors to scientific research on this topic by region (the United States, China, and India). It concluded that the relevant research centers are still at an early stage of their development. Based on bibliometric clusters formed by co-occurrence relations, three main areas of research were defined: 1) artificial intelligence in education for decision-making; 2) process automation and digital transformation in educational institutions; 3) artificial intelligence technologies and their application in education. The study highlights the main areas of economic effects of artificial intelligence and ChatGPT tools in higher education, including reducing administrative costs, saving time for teachers and students, and improving the quality and accessibility of educational process. AcknowledgmentsThe publication is part of the research topic “Economic Basics of Technology Diffusion into the National Economy of Ukraine Considering Best International Practices” (№0124U003482).