Adaptive Learning Technology

The rapid growth of adaptive learning technology is transforming how we teach and learn. Teachers and school administrators try to keep up, but technology evolves even faster, introducing new tools and methods. Despite ongoing debates about digital tools in schools, it can be particularly beneficial for minority students who often face challenges like discrimination and underachievement (Gottschalk & Weise, 2023). Adaptive learning technology can create more inclusive learning environments and help students succeed in schools and higher education institutions. For instance, using augmented reality and gamification with personalised and collaborative learning tools in education results in higher student engagement, better knowledge retention, and improved learning outcomes (Lampropoulos et al., 2022). This essay explores the benefits of adaptive learning technology in inclusive education, highlighting how they support minority students in continuing their education, experiencing meaningful learning, and achieving positive outcomes.

EdTech for Inclusive Practices

Ethnic minority students often encounter significant barriers in education, including language difficulties, cultural differences, socioeconomic disadvantages, and discrimination (Browne & Browne, 2012). Migrant students may struggle with adapting to a new language and educational system (Szelei et al., 2022), while Indigenous students often face the challenge of an educational curriculum that does not reflect their cultural heritage or language (Jacob et al., 2015). Meanwhile, Black students frequently experience racial bias and lower expectations from educators, which can significantly impact their academic performance. For instance, a study by Gershenson and Papageorge (2018) found that teachers are significantly less likely to expect Black students to complete a four-year college degree, suggesting systemic bias in educational expectations. These challenges contribute to lower academic performance and higher drop-out rates among these groups (World Bank, 2013). Inclusive practices to mitigate these barriers are crucial. This involves addressing the diverse needs of all children, youth, and adults by enhancing their participation in learning, cultures, and communities, while reducing educational exclusion through changes in content, approaches, structures, and strategies, ensuring that the mainstream education system is responsible for educating all children (UNESCO, 2009).

At Columbus State Community College, an adaptive learning technology using AI and advanced algorithms helps instructors monitor and adjust teaching based on students' progress, significantly improving course completion rates and reducing achievement gaps among Black students (Neelakantan, 2019). This is encouraging as adaptive  learning support the inclusion of diverse student groups by making educational content more accessible, personalising learning experiences, and offering distance learning opportunities (Gottschalk & Weise, 2023). One of the emerging learning methods in education is adaptive learning through Intelligent Tutoring System (ITS) with AI tools such as ‘Cognii’, ‘Dream Box’, ‘Echo360’, and other EdTech applications (Baraishuk, 2023). These systems use technology to create personalised learning experiences that match each student’s strengths, weaknesses, and learning pace (De la Higuera & Iyer, 2023). Mcguire (2021) noted that adaptive learning customises lessons, readings, activities, and assessments according to each student's specific skills and performance levels. However, there are inconsistencies with its terminology. Cavanagh et al. (2020)  pointed out that while the term 'adaptive learning' has gained popularity partly due to high-profile endorsements, its usage has become inconsistent, making it difficult to implement adaptive learning effectively in higher education.

Utilising digital learning tools as an intervention for inclusive practice aligns with Vygotsky’s socio-cultural theory and constructivism. Vygotsky’s theory suggests cognitive abilities are shaped by social interactions and culture, influencing how children learn and solve problems (Moore, 2011; Van der Veer, 2020). Adaptive learning technologies can include culturally relevant content and foster collaborative learning, benefiting minority students. Constructivism emphasises that learning is personal and student-centered, encouraging teachers to help students create their own understanding and evaluate their strategies (Mcleod, 2024; Bada, 2015; Suhendi & Purwarno, 2018). Adaptive learning technology supports this by providing personalised, active, and collaborative learning environments, while other digital learning tools can complement these efforts by offering diverse resources and interactive experiences.

Strengths and Weaknesses of Adaptive Learning Technology

Learning a new language is essential for migrants to fit into their new communities, but challenges like displacement, trauma, cultural differences, and limited resources make this process difficult (Peguero, 2024). To overcome these challenges, it is crucial to identify learners' weaknesses and provide individualised instruction that helps bridge the gap in learning outcomes. Timely assessments allow teachers to quickly spot struggling students and adjust their methods, helping all students succeed. This process is possible by utilising advanced digital tools with adaptive learning capabilities, which enable educators to address issues immediately and support equitable learning for all students (Maki, 2022). For instance, ‘Echo 360’ allows teachers to ask students questions during lessons and instantly see their understanding or confusion, helping to quickly address any misconceptions that could lead to poorer performance later on (echo360, 2024). This type of adaptive learning technology personalises education with real-time updates and interactive tools, significantly improving learning outcomes (Educause Learning Initiative, 2017).

On the other hand, one limitation of using real-time data and advanced technology in digital learning tools to assess students' academic performance is the potential for data privacy and security issues. While digital learning is not new, large-scale adoption can lead to security and privacy concerns as personal data is heavily used to enhance the learning experience (Essohanam et al., 2022). Additionally, educators must use their professional judgment to decide when and how to use assessment data from technology, ensuring all students achieve fair outcomes (Maki, 2022). The data should guide, not dictate, their actions to avoid stereotyping students based on early assessment results (Ciancanelli, 2022). Managing large amounts of data can also present challenges and additional burden to teachers. Using adaptive learning platforms and educational applications adds the task of data analysis for educators, requiring them to interpret graphs and visual patterns, and requiring additional training to do so effectively (Borkar, 2022).

When the needs of learners are identified, teachers can provide lessons and activities that closely match their needs and readiness, which in turn potentially improves student engagement (McGuire, 2021). Personalised content adapts to the specific needs of minority students, addressing unique challenges like language barriers and cultural differences, ensuring they get the right support and resources to succeed (Das et al., 2023). One of the advantages of adaptive learning technology is its ability to offer individualised content, contrasting with the generic ‘one-size-fits-all’ teaching method. For instance, Cognii’s adaptive personalisation tailors the learning experience for each student. It uses an AI teaching assistant that interacts like a chatbot, prompting students to answer questions in their own words; then, it provides instant feedback, personalised hints, and tips to enhance their understanding (Cognii, 2024).

To effectively customise education, educators must understand the diverse cultural, linguistic, socioeconomic, and neurodiverse backgrounds of their students, recognising that each has unique strengths, weaknesses, and learning profile, which, when identified, create the basis for personalised instruction that resonates with every learner (Tovaglieri, 2024). However, Gunawerdena et al. (2024) concluded that teachers in their study believed in personalised learning but found it hard to apply within the current school system due to its complexity. While adaptive and personalised learning methods provide significant benefits in supporting students' unique learning styles, especially in digital education, they pose organisational challenges such as identifying the right implementation approach, compatibility with existing systems, and ensuring faculty engagement (Kem, 2022). Moreover, while adaptive technology helps with student learning, it still needs human planning, interaction, monitoring, and intervention to work well (Cavanagh et al., 2020).

Adaptive learning technology can also incorporate cultural contents. Including culturally relevant materials into personalised learning content can enhance motivation and engagement, making education more relatable and engaging for minority students (Abacioglu et al., 2020). Gray (2013), a proponent of culturally responsive teaching, emphasised using students' cultural backgrounds and experiences to make learning more relevant and effective, enhancing achievement by teaching through their own cultural perspectives. An example of adaptive learning technology that acknowledges culture is ‘DreamBox Learning Math’. DreamBox helps teachers connect with students and parents while using adaptive technology that supports diverse learning styles and includes more inclusive avatars to reflect various cultures and personalities (DreamBox Learning, 2021). Our cultural backgrounds shape how we experience and interact in school, influencing how we learn (Sousa & Tomlinson, 2018) and when students are taught in a way that doesn't align with their cultural background, their learning can be negatively affected (Goldenberg, 2014).

However, it is important to note that digital tools in classrooms may fail to meet the needs of all student groups depending on their use and the teaching methods applied (Gottschalk & Weise, 2023). A survey of Indigenous university students in Australia, for instance, revealed that online digital tools did not match their cultural needs or learning expectations, highlighting the weakness of digital technology in ensuring inclusivity and equity without proper implementation and pedagogy (Dreamson et al., 2018). Supporting different learning styles, such as auditory and visual, through culturally adaptive teaching methods can be very time-consuming, and while achieving full personalisation for each learner is challenging, providing only limited adaptation might not be enough or could cause confusion among students (Kok, 2020). Donath et al. (2023) found that professional development in inclusive education enhance teacher’s knowledge, attitudes, skills, and also positively affects students’ behaviour. Further, with the rise of AI and adaptive learning tools, many teachers need training to use them effectively, emphasising the need for strong digital skills to teach AI in their classrooms (Ng et al., 2023).

Future Recommendations

Inclusion of Culturally Relevant Content

Incorporating culturally relevant content helps students see themselves reflected in the curriculum, which can enhance their motivation and engagement. This approach not only improves learning outcomes but also fosters a more inclusive and supportive educational environment where all students feel valued and understood. For instance, when selecting digital stories about mythology, ensure that the tool includes stories from various cultural backgrounds. Each story would include cultural references that are familiar to students from these backgrounds, making the content more engaging and meaningful. Incorporating local cultural context and diverse perspectives in education can help students connect better with the material, fostering a deeper understanding and appreciation of the subjects (Connolly, 2024). This intervention not only makes learning more relevant but also builds a classroom environment that respects diversity, ultimately benefiting all students.

Continuous Professional Development

Educators should also be trained in culturally responsive teaching practices to ensure they can effectively integrate these elements into their instruction, along with the goal of being digitally competent teacher. Continuous professional development is crucial in equipping teachers with the skills needed to handle the diverse needs of their students and leverage digital learning tools effectively (European University Association, 2023). Managing large amounts of data can be challenging; therefore, providing adequate training for teachers to interpret and use this data effectively is necessary (Borkar, 2022; European University Association, 2023). Ensuring that these tools are compatible with existing systems and that teachers are engaged in the implementation process can help mitigate some of the challenges in adaptive learning technology (Kem, 2022).

Intentional Leadership for All Learners

Leadership in education plays a crucial role in promoting equity and inclusive practices. School leaders must advocate for policies and practices that ensure all students, regardless of their backgrounds, have access to high-quality education (Evans, 2013). This includes fostering an inclusive school culture where every culture is acknowledged and every student's unique needs are met. Moreover, leaders should ensure that adaptive learning technologies are well integrated, addressing both educational needs and potential challenges such as data privacy and system compatibility. By being intentional leaders who actively promote and model inclusive practices, educators can create a supportive and effective learning environment for all students.

Conclusion

New technologies with adaptive learning capabilities are being used in educational programs to meet the diverse skills and needs of students (Mihovska, et al., 2021). These technologies can significantly improve the educational experience for all students, especially those from minority backgrounds. By incorporating culturally relevant materials, using real-time assessments, and providing continuous professional development for teachers, academic institutions can ensure that every student feels they belong and, more importantly, improve learning outcomes. Educational leaders must be intentional in promoting equity and inclusive practices through adaptive learning technology, addressing barriers like discrimination, language differences, and challenges in using new learning tools. With proper implementation, adaptive learning technology can create a supportive and effective learning environment that benefits all learners.

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