Artificial Intelligence and Education in China: Exploring the Future of Personalized Learning and Its Social Implications

Abstract

This study explores the impact of Artificial Intelligence (AI) on personalized learning in China, examining its effectiveness in enhancing student performance and engagement across urban and rural schools. AI technologies have revolutionized education by providing tailored learning experiences, identifying individual student needs, and improving overall academic outcomes. However, disparities in access to AI-based tools between urban and rural schools remain a significant challenge. Urban schools, benefiting from advanced infrastructure, demonstrate higher adoption rates of AI tools, leading to better student outcomes. In contrast, rural schools face significant barriers, including limited access to digital infrastructure and insufficient teacher training, exacerbating educational inequalities. This study employs a mixed-methods approach, combining quantitative surveys with qualitative interviews, to assess the prevalence of AI use in schools, its impact on student performance, and the perceptions of educators and students. Findings suggest that AI-driven personalized learning significantly enhances academic performance and engagement, particularly in urban areas. However, ethical concerns, such as data privacy and algorithmic bias, remain crucial considerations in the implementation of AI systems in education. The study concludes by emphasizing the need for equitable policies that address infrastructure gaps and ensure the ethical deployment of AI technologies. Recommendations for bridging the digital divide, improving teacher readiness, and fostering inclusive AI practices are proposed to ensure that the benefits of AI in education are accessible to all students.