AI-DRIVEN PERSONALIZED LEARNING PATHWAYS: REVOLUTIONIZING PEDAGOGY IN OFDL SETTINGS

Abstract

The rapid integration of Artificial Intelligence (AI) into education has significantly impacted how learning is designed and delivered, particularly in Open Flexible Distance Learning (OFDL) settings. This paper explores the transformative potential of AI in creating personalized learning experiences tailored to individual learner profiles. The increasing demand for personalized education, advancements in AI technology, and the global shift toward online learning have made it imperative to investigate AI's role in enhancing educational outcomes in OFDL environments. This inquiry aims to explore how AI-driven personalized learning pathways can revolutionize pedagogy in OFDL settings by offering adaptive, student-centered learning experiences that cater to diverse learning styles, preferences, and paces. This study also seeks to analyze the challenges and opportunities of AI implementation in OFDL, provide practical recommendations for educators and institutions, investigate AI's impact on student engagement and achievement, and assess ethical considerations related to AI in education. Utilizing a qualitative approach through a Systematic Literature Review (SLR), this paper examines existing research on AI in OFDL to develop a comprehensive understanding of its benefits, challenges, and implications for education. The expected results include an enhanced understanding of AI's role in OFDL, practical guidelines for implementing AI-driven personalized learning, contributions to educational innovation, and informed decision-making for policymakers. The uniqueness of this inquiry lies in its holistic approach, which integrates theoretical foundations such as Constructivist Learning Theory, Cognitive Load Theory, Self-Determination Theory, Learning Analytics, Educational Data Mining, and Ethical Frameworks in AI. This approach highlights AI's transformative potential in OFDL and addresses critical ethical and practical considerations, making it a forward-thinking contribution to the field. The findings from this inquiry are anticipated to provide valuable insights and practical strategies for educators, institutions, and policymakers, ultimately contributing to the ongoing evolution of pedagogy in OFDL.