Use of artificial intelligence to personalize learning in rural contexts: Challenges and opportunities for educationa
DOI:
https://doi.org/10.5281/zenodo.18446245Keywords:
Artificial Intelligence, Rural Education, Personalized Learning, Digital Divide, Educational Inclusion.Abstract
The digital divide in rural sectors has historically been an obstacle to pedagogical innovation. However, the emergence of Artificial Intelligence (AI) offers a new paradigm for the personalization of learning in resource-limited environments. This article investigates how Generative AI tools can be adapted to the realities of rural schools to address the diversity of levels in multi-grade classrooms. The theoretical framework integrates concepts of adaptive learning and digital justice. Through a qualitative approach and a systematic literature review, the possibilities of implementing language models that operate with low connectivity are analyzed. Preliminary results indicate that AI allows rural teachers to diversify content efficiently, thereby reducing administrative burden. It is concluded that, for a successful implementation, it is imperative to move from the simple provision of technology to a critical digital literacy for rural educators.
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