Artificial Intelligence and the Transformation of Educational Access and Equity: A Critical Study of Technological Inclusion in South Asia’s Learning Ecosystem
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examines the role of artificial intelligence (AI) in transforming educational access and equity across South Asia.A mixed-method approach was applied, combining structured online surveys, focus group discussions, and follow-up interviews with students, teachers, and administrators.Using stratified purposive sampling, 200 valid responses were collected from Bangladesh, India, Pakistan, Nepal, Sri Lanka, and Bhutan, ensuring balanced representation.Data were gathered under an ethically approved protocol via institutional mailing lists and learning management systems, and analyzed through descriptive statistics and thematic coding.Findings indicate that infrastructure readiness reliable internet, electricity, and access to devices form the strongest base for equitable AI adoption.AI tools such as adaptive platforms and automated assessments support inclusivity but remain limited without institutional integration.Teacher digital competency acts as both a driver of equity and a mediator that strengthens the effect of infrastructure and AI tools, underscoring educators' central role in converting access into meaningful learning.Despite AI's potential to expand opportunities, significant gaps persist between rural and urban regions, socio-economic groups, and institutional capacities.The study concludes that aligning infrastructure, policy support, and teacher training is crucial to transform AI from a tool of privilege into a genuine equalizer in education.
Authors: Mohammad Khairul Islam Juman, Md Tariqul Islam Chowdhury, Iftekharul Islam Chowdhury Siam, Kazi Farhana Yeasmin, Tanzina Islam Chowdhury Synthia, Md Mazharul Islam Bhuiyan
Institution: CCN University of Science and Technology
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
Open Access status: diamond
OpenAlex ID: W4415877756
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