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Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model
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The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
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“The use of personalised learning approaches leads to improved student engagement, better understanding of the material, and enhanced academic performance [26, 30–33].”
From Generative AI in Higher Education: Balancing Innovation and Integrity (2025) · cites this paper as [33]
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“The use of AI can make tutoring more efficient by providing personalized content that matches the learner's ability (Bhutoria, 2022).”
From The Future of Artificial Intelligence in Special Education Technology (2023) · cites this paper as Bhutoria, 2022
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Wang, Y., Yu, P.-D., & Tan, C. W. (2026) · IEEE Signal Processing Magazine · doi:10.1109/msp.2025.3609896 · Cited by 4
“Personalized education aims to tailor learning experiences to individual students’ needs, abilities, and progress [18].”
Dakshit, S., Mokhtari, K., & Khalid, A. (2026) · Education Sciences · doi:10.3390/educsci16020198 · Cited by 4
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AI Roles in Lifelong Learning and Professional Development
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Kılıç, E., Almasri, F., & Çelik, H. E. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100486 · Cited by 5
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“However, we believe that a hybrid training platform—integrating traditional human-based instruction with individual, unsupervised AI-guided ses-sions—may be the most effective approach for improving clinicians’ skills in this invasive procedure [30, 31].”
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Exploring human-swarm interaction dynamics in cyber-physical systems: A physiological approach
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“Interestingly, these fi ndings are also in agreement with studies in learning science where more capable student utilizes AI feedback more effectively (Bhutoria, 2022).”
Metadata
- Authors
- Bhutoria, A.
- Affiliations
- Indian Institute of Management Calcutta (IN)
- Corresponding author
- Bhutoria, Aditi
- ORCID
- Bhutoria, Aditi
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2022
- Volume
- 3
- Pages
- 100068
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4224912036
- Cited by
- 677
- References
- 38
- Citations by year
- 2026: 128 · 2025: 251 · 2024: 210 · 2023: 74 · 2022: 14
- FWCI
- 17.31
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Educational Technology and Pedagogy
- Keywords
- personalized education, artificial intelligence in education, educational technology, adaptive learning paths, teacher role, data privacy, digital divide, educational reform, United States, China, India
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