Impact of Ai-Driven Adaptive Learning Platforms in Science and Mathematics in Secondary Education

Abstract

This study explores the integration of AI-driven adaptive learning platforms in secondary education, focusing on the appropriateness of the current curriculum, educators’ experiences, and the challenges faced in implementation. A survey was conducted among educators to gather data on their perceptions of curriculum suitability, experiences with adaptive platforms, and frequency. Descriptive statistical analysis was used to examine the distribution of responses, providing insights into the effectiveness and challenges of implementing AI-driven methods. The results show that whereas 57% of respondents believe the curriculum is acceptable for AI-driven methodologies, 16% feel it does not represent the need for curriculum improvement. Eighty-five percent of respondents strongly support the broader deployment of adaptive learning platforms; nevertheless, the low frequency of use shows obstacles to regular implementation. The educators noted some obstacles, such as inadequate training, trouble integrating the curriculum, and problems with student involvement. Numerous educators reported having a good experience using adaptive learning platforms. By addressing these problems, secondary schools may use adaptive learning platforms more frequently and effectively, which would improve student outcomes.