Vol.7 No.

3, 2024

Use of Artificial Intelligence (AI) in Open and Distance Learning (ODL)

institutions: Opportunities, Challenges, and the Way Forward

Ghulam Mustafa
PhD (Education) Scholar International Islamic University Islamabad
Email: ghulam.phdedu186@iiu.edu.pk
Dr. Muhammad Zafar Iqbal Chaudhary
Assistant Professor Department of Teacher
Education, Faculty of Education, International Islamic University, Islamabad
Email: m.zafar@iiu.edu.pk
Fareeda Yaseenzai
PhD Scholar, Department of Education, Faculty of Education,
International Islamic University, Islamabad
Email: farida.phdedu180 @iiu.edu.pk
Shaista Yasir
PhD Scholar, Department of Education, Faculty of Education,
International Islamic University, Islamabad
Email: shaista.phdedu176 @iiu.edu.pk
Abstract
This paper examines the use of Artificial Intelligence (AI) in Open and Distance Learning (ODL)
institutions, discussing the opportunities and challenges it presents, as well as strategies for
effective implementation in the future. AI has the potential to offer personalized learning
experiences, increase engagement, and streamline administrative processes in education.
However, it also brings concerns related to data privacy, bias, and the need for substantial
infrastructure investments. The purposive sampling technique selected 5 faculty members from
different universities. A semi-structured interview guide was developed to get data from the
participants. Data was analyzed thematically by facilitation of NVivo 14. It aims to provide a
comprehensive overview of AI's current state in ODL, explore the implications of its adoption,
and suggest actionable steps for institutions to address these challenges. The study concluded. AI
can provide and enhance academic and management skills of open distance learning.

Keywords: AI, Open and Distance Learning, opportunities, challenges, strategies

Background of the Study

The rapid advancement of technology has brought transformative changes to the field of education,
particularly in Open and Distance Learning (ODL) institutions. These institutions, characterized
by their flexible learning models and accessibility to diverse student populations, have increasingly
adopted technology-driven tools to enhance the learning experience. Among the most significant
of these innovations is the integration of Artificial Intelligence (AI), which has the potential to
reshape the way education is delivered, personalized, and managed. Historically, ODL institutions
have faced challenges in terms of student engagement, personalized instruction, assessment, and
retention. Traditional teaching methods often struggle to meet the individual needs of learners,
particularly in large-scale or geographically dispersed environments. AI has emerged as a potential
solution to these challenges, offering new opportunities for personalized learning pathways,
adaptive assessments, intelligent tutoring systems, and efficient administrative support. Ai’s role
in education is rapidly evolving, with applications ranging from automating administrative tasks

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(such as admissions and grading) to creating intelligent tutoring systems that provide personalized
learning experiences. AI-driven technologies, including natural language processing (NLP),
machine learning (ML), and predictive analytics, allow ODL institutions to better understand
students’ learning behaviors, preferences, and challenges. This, in turn, enables the development
of tailored interventions that can support learners in achieving their educational goals.
The rapid development of AI technologies offers new possibilities for innovation in
education, particularly in Open and Distance Learning (ODL) institutions. These institutions,
which serve a diverse and geographically dispersed student body, can greatly benefit from AI's
ability to customize learning experiences, automate administrative tasks, and provide continuous
support. This paper explores how AI can transform ODL, the obstacles to its implementation, and
the path forward for ethical and sustainable AI integration. In recent years, the integration of
Artificial Intelligence (AI) into educational systems has redefined traditional learning paradigms,
particularly in Open and Distance Learning (ODL) institutions. ODL models, which have long
provided flexible and accessible education to diverse populations, are increasingly benefiting from
AI technologies. These innovations hold the potential to address several of the inherent challenges
in distance learning, such as lack of personalized instruction, student isolation, and limited real-
time interaction. AI’s ability to analyze vast amounts of data, automate routine processes, and offer
intelligent tutoring has opened new avenues for enhancing both teaching and learning experiences
in ODL environments. The deployment of AI in ODL presents vast opportunities for creating more
individualized and effective learning pathways. AI-powered systems can adapt to student needs,
offer tailored content, and provide timely feedback, fostering a deeper engagement with course
material. Simultaneously, AI is also revolutionizing content delivery and management, helping
educators to create dynamic, data-driven learning environments. However, alongside these
opportunities come notable challenges. Issues such as data privacy, technological accessibility,
and the potential depersonalization of education must be addressed to ensure equitable and
meaningful integration of AI in ODL.

This paper explores the opportunities and challenges posed by AI in ODL institutions,
examining its current applications and potential for future development. It also proposes a forward-
looking approach to maximizing AI's benefits while mitigating its risks, to support the evolving
landscape of distance education.

Literature Review

Artificial Intelligence (AI) has become a transformative force across various sectors,
revolutionizing industries and everyday life. AI refers to the ability of machines to perform tasks
that typically require human intelligence, such as natural language understanding, pattern
recognition, decision-making, and learning. The field includes technologies like machine learning,
natural language processing, robotics, and computer vision. (Holmes, W., & Tuomi, I. (2021). The
concept of AI dates back to the mid-20th century, with pioneers like Alan Turing and John
McCarthy laying the foundation for the field. Turing's paper, "Computing Machinery and
Intelligence," introduced the idea of the Turing Test, which evaluates a machine's ability to exhibit
intelligent behavior indistinguishable from that of a human. Over the years, AI has evolved from
theoretical ideas to practical applications, driven by advancements in computing power, data
availability, and algorithms. (Alamri, A. (2021) Today, AI is embedded in various applications,

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from virtual assistants like Siri and Alexa to complex systems in healthcare, finance, and
autonomous vehicles. As AI continues to advance, it raises important ethical, social, and economic
questions, particularly concerning its impact on employment, privacy, and decision-making. The
growing role of AI in society makes it a crucial area of study and discussion.

In education, AI enables personalized learning by adapting content and assessments to individual

student needs. Intelligent tutoring systems (ITS) and adaptive learning platforms provide
customized feedback, identify knowledge gaps, and suggest tailored learning paths. For example,
platforms like Coursera and edX use machine learning algorithms to recommend courses and
materials based on a learner's past performance and preferences. AI also improves accessibility in
ODL by using natural language processing (NLP) and speech recognition tools to create transcripts
and captions, making content accessible to students with hearing impairments. AI-powered
translation services can offer courses in multiple languages, breaking down language barriers.

AI can automate administrative tasks such as enrollment, grading, and student support. Chatbots
and virtual assistants can handle routine inquiries, freeing staff to focus on more complex issues.
AI algorithms can also detect plagiarism and evaluate assignments, providing consistent and timely
feedback. Additionally, AI in data analytics offers valuable insights into student behavior,
engagement, and performance, helping identify at-risk students, predict course completion rates,
and inform curriculum design. This data-driven approach allows institutions to implement targeted
interventions and improve educational outcomes. (Eynon, R., & Malmberg, L.-E. (2020).

However, AI's use in education presents significant challenges. Privacy and ethical concerns arise
from collecting and analyzing student data, which can lead to issues of data security, consent, and
potential biases in AI algorithms. Ensuring transparency and accountability in AI systems is
essential for maintaining trust and protecting student privacy. Implementing AI requires
substantial investment in technological infrastructure, which can be a barrier for ODL institutions,
especially in developing countries with limited internet connectivity and technical expertise. The
integration of AI also requires shifts in teaching methods, necessitating training for educators to
effectively use AI tools and adapt their approaches. Additionally, AI's potential to exacerbate
existing inequalities, such as disparities in access to technology and digital literacy, must be
addressed to prevent the marginalization of certain student groups. (Gouverneur, F. (2019).Many
scholars have suggested improvements in using AI in ODL. Establishing robust ethical
frameworks and policies is crucial for responsible AI use, prioritizing data privacy, algorithmic
transparency, and fairness. Investing in capacity building and professional development for
educators is also vital, focusing on enhancing digital literacy and understanding AI tools.
Collaboration between institutions, technology providers, and government agencies can drive
innovation and resource sharing, while ongoing research and evaluation are necessary to assess
the impact of AI in ODL and inform policy decisions.
Recently, the usage of artificial intelligence has been studied. Modern trends emphasize its usage
for individualized learning based on the needs of the learners. In the educational settings, different
educational techniques are used to improve learning. In the systematic review of 146 publications,
Zawacki, Marín, Bond and Gouverneur (2019) revealed that the functions of AI in higher learning
are divided into describing and projection, evaluation, with personalization and adaptable systems.
Their studies show how AI has previously made modifications in education, and, at the same time,

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they express concern about the deficiency of greater ethical reflections concerning the use of AI
in the learning setting. Another area in which applying AI in education provides great potential is
an adaptive learning situation. In this linking, such systems employ AI algorithms to deliver
learning content that suits a particular student. A study by Kabudi, Pappas and Olsen (2021)
conducted a systematic mapping of AI-enabled adaptive learning systems using 147 studies
published between 2014 and 2020 and found adaptive learning systems, intelligent mechanisms,
and adaptive learning platforms were the most proposed strategy for addressing the challenges
faced by the students and teachers concerned.

The effectiveness of adaptive learning systems was explored regarding students’ learning
processes & performance (Igor, Marija, Tijana, Vilmoš & Momčilo, 2023). Neoclassical
technology is applied to deploy AI technologies to automate assessment process. Luckin (2017)
intends AI's advantages in delivering feedback: when AI is used in proctoring and avatar platforms,
it can offer feedback to a student more often, in detail, and according to his or her needs. Some of
them state that automated writing evaluation tools relieve teachers of many burdens so that they
devote their time to more valuable processes linked with students. Some empirical research has
been undertaken to explain the problems faced in the practice when deploying AI-based adaptive
learning systems in tertiary education (Kabudi et al., 2021). AI-driven adaptive learning systems
can personalize educational experiences by analyzing students' learning behaviors, preferences,
and performance data to tailor content and resources. This study's literature was based on the
adaptive learning systems, and 147 studies were conducted between 2014 and 2020. The study's
findings identified types of AI-enabled learning interventions. In another study by (Ezzaim, Dahbi,
Aqqal & Haidine, 2024), the automatic learning style detection in different educational aspects
was explored by approaches, techniques, models, and application.

This can be especially problematic for institutions in the developing countries or those
with fewer resources. AI-integrated adaptive learning systems present the prospects of an effective
enhanced system that is more learner-engaging, efficient, and effectively developed to equip
learners for the dynamic world of the twenty-first century. In the modern world, conventional
models for delivering education no longer hold students in good stead for the future jobs market.
Data-driven approaches were found to be positive for enhancement of learning adaptation. The
AI-based technologies can adapt to student learning speed, approach, and preferences and allow
for personalized learning at scale, impacting students’ learning. Towards the vision of 2030, some
researchers have tried to map the future of AI in educational sector. Tuomi (2022), artificial
intelligence has been discussed as a twenty-first-century ability & socio-emotional learning in
education. Robotic services application and implications were discovered by Tuomi, Tussyadiah
and Stienmetz (2021). According to Luan, Geczy, Lai, Gobert, Yang, , Baltes, Guerra, Li and Tsai
(2020), there are diverse challenges & future directions about big data and AI in educational
context. Big data explosion and AI revolution were described as challenges.

According to Tuomi, Tussyadiah and Stienmetz (2021), many scenarios regarding the
application of AI in education are possible, which triggers the necessity of developing intelligent
learning systems that would cover the most demands of competencies required in the modern
labour market. In the Pakistani context, different studies have been conducted regarding the topic.

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Ullaha, Haydar, and Arslan (2024) conducted a study in the Pakistani educational system for the
artificial intelligence applications in teaching-learning process, exploring the theory to practice.
Artificial intelligence was explored regarding electroencephalogram (EEG) waveforms for
prediction failure in earlygrade children of rural areas (Rasheed, Chand, Ahmed, Sharif,
Hoodbhoy, Siddiqui & Hasan, 2021). Ahmad (2021) explored the role of AI in education.
Technology and artificial intelligence should be used in educational system. In the same way, AI-
based student assessment and recommendations were explored for the e-learning in big data by as
recommended by Bagunaid, Chilamkurti and Veeraraghavan (2022).

Concept of Open and Distance Education

Open and distance education refers to a mode of education that offers flexible learning
opportunities, allowing learners to access education remotely without being physically present in
a traditional classroom setting. It caters to diverse populations, including those who cannot
participate in conventional education due to geographic, financial, or time constraints.

Use of AI in Open and Distance Education

The use of Artificial Intelligence (AI) in Open and Distance Learning (ODL) has the potential to
revolutionize educational experiences by offering personalized, scalable, and flexible learning
opportunities.
Statement of the Problem

The integration of Artificial Intelligence (AI) into Open and Distance Learning (ODL)
institutions presents both significant opportunities and substantial challenges. While AI has the
potential to revolutionize education by enhancing personalized learning, automating
administrative tasks, and improving accessibility for students, its implementation in ODL contexts
raises concerns regarding ethical usage, data privacy, and the digital divide. Many ODL
institutions, particularly in developing regions, may face resource constraints and lack the
technical infrastructure to adopt AI effectively.

Moreover, the rapid advancement of AI technologies requires educators to adapt their teaching
methodologies, while also considering the implications for teacher roles and student engagement.
This dynamic landscape necessitates a deeper exploration of the ways AI can be harnessed to
improve the quality of education, while also addressing the challenges of equitable access,
inclusivity, and the preservation of human-centered learning experiences.

Therefore, this study aims to investigate the current and potential roles of AI in ODL institutions,
identify key opportunities and challenges, and propose strategies for a sustainable and inclusive
way forward.

Significance of the Study:

The study on the use of Artificial Intelligence (AI) in Open and Distance Learning (ODL)
institutions holds immense significance in the evolving landscape of education. As AI technologies

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continue to transform various sectors, understanding their impact on education, particularly in

ODL settings, is crucial for shaping the future of learning. This research contributes to several key
areas:

AI has the potential to provide personalized learning experiences, enhance content delivery, and
automate administrative tasks, making education more accessible to a diverse population of
learners. For ODL institutions, which serve students across geographical boundaries, AI can bridge
the gap between learners and educators, offering tailored support and resources. As education
systems worldwide increasingly adopt AI tools, this study will provide valuable insights for
policymakers and institutional leaders on the opportunities and challenges associated with AI
implementation in ODL. The findings can guide decisions on resource allocation, ethical
considerations, and the creation of supportive frameworks for AI-driven education.

The study will shed light on how AI can complement traditional teaching methods, offering
adaptive learning environments, real-time feedback, and enhanced engagement. Understanding
how to integrate AI in ways that benefit both teachers and students will be critical for designing
more effective ODL programs. This research highlights the potential challenges, such as data
privacy, bias, and the digital divide, that come with integrating AI into education. By addressing
these issues, the study aims to promote responsible AI usage and ensure that technology serves as
a tool for inclusivity and equity, rather than exacerbating existing disparities. By identifying future
directions for AI in ODL, the study will foster innovation in curriculum design, assessment, and
student support services. The findings will help institutions remain competitive and relevant in a
rapidly changing educational landscape.

Ultimately, this study will contribute to the body of knowledge on the role of AI in ODL, offering
practical recommendations for educators, administrators, and policymakers to maximize the
benefits of AI while minimizing potential risks.
Objective of the study
The objective of this study was as follows:

➢ Analyze the key opportunities presented by Artificial Intelligence (AI) in enhancing

learning experiences and improving institutional efficiency in Open and Distance Learning
(ODL) environments, while identifying the challenges and proposing strategies to
effectively address them.

Research Hypothesis

The research hypothesis of this study was as follows:

Ho1: The integration of AI in ODL environments significantly enhances personalized
learning experiences by adapting to individual learner needs and improving engagement

Research Methodology
The current study is qualitative phenomenological to establish faculty members’ perception
and experience of Use of Artificial Intelligence (AI) in Open and Distance Learning (ODL)
institutions: Opportunities, Challenges, and the Way Forward. Phenomenology suits this research

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because it enables the analysis of the participants’ experiences and perceptions of the phenomena
that involve higher education. Based on the purposive sampling, five faculty members from
different public universities in Pakistan were included in the study. This approach could allow
expanding the topics focused on by the participants and, at the same time, give a broad structure
for the subjects and feelings of participants. In this research, data collection technique used was
semi structured interviews. A purposive sampling was used to increase chances of getting
participants with experience & sympathetic in mixing the education technology. The selection
criteria included: Holding PhD degree, having taught for more than 10 years at university level
and, Familiar with educational technology.
The participants under study were five, and sample size is consistent with Creswell (2013)
sampling of participants in phenomenological research, which recommends a sample size of
between 5- 25. Using this number made it possible to focus on cases without losing opportunity to
see the general trends. The study employed semi-structured interviews, that interview guide was
formulated based on research objectives and conducted literature review. The interviews were done
over WhatsApp, and the participants’ consent was sought to record the interviews; all interviews
were recorded, and the participants’ responses were transcribed into text form for analysis. All the
interviews were held for 60-90 minutes.
Data Analyze
Thematic analysis was led as per to Braun and Clarke (2006) to analyze data and report
patterns within data. This method offered flexibility and provided a detailed and complex data
picture. The study used qualitative data analysis software as NVivo 14 to help organize, code, and
visualize data.
Findings of the Study
According to the opinion of the experts AI can be helpful and beneficial in adamic and
management in open distance education institutes. According to the expert opinion administration
and policy maker should make policies for implementation.
Findings about Objective 1
It was indicated and concluded AI has many benefits in the use of AI in the open distance
with many ethical and administrative challenges.

Discussion / Findings of the Study

The following themes arose from thematic analysis of responses about using AI & creating
adaptive learning environment to cater to educational needs in open and distance education. These
findings are organized into the following categories:

Personalization & Adaptive Learning

In this case, all participants pointed to the fact that AI has the potential to greatly improve the level
of personalization in higher learning. They anticipated that in open and distance system, AI-driven
systems would be capable of delivering the content and sequences of courses, taking student needs
and learning into consideration, giving feedback and tips to learners, giving specific sources for
materials on a real-time basis, and altering how assessment is done to suit a student would better
enable that particular person to perform. One of participants defines it like this: This AI could
significantly help teachers to individualize learning for students, something which is currently
unachievable by teachers alone. (Participant B).

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Administrative Efficiency & Support

Most participants appreciated use of AI in critical tasks that could arguably take up much
of the contact hours, thus creating arguably more student-teacher interactions. Furthermore, they
focused on diverse key areas like mechanized rubrics for elaborative valuations, robotic resource
matching like course timetables, resource assignments, and uses of predictive analytics to identify
learners who are at risk, examine methods that can be adopted to help them. One faculty member
said, “The changes that I envision in AI in future, routine clerical work, much of which will be
handled automatically, and we will concentrate more on coaching & innovative task solving with
students." (Participant A).

Enhanced Accessibility & Inclusivity

AI's potential for increasing the accessibility of educational processes has been mentioned
several times. The participants envisioned the use of the AI translation in reducing language
barriers in the internationalization of education, the role and function of adaptable interfaces and
approaches for learners with disabilities, and constant tutor aid through AI chatbots in form of
24/7, always online teaching assistants. An interviewee said this is true, “AI has potential of
increasing reach of higher education by addressing the diverse requirements that learners have
never been addressed before.” (Participant E).

Challenges & Ethical Considerations

While participants were usually optimistic about AI's potential, they identified several
challenges and ethical concerns: While participants were generally optimistic about AI's potential,
they also known several challenges and ethical concerns like that have to do with using and
analyzing data about students and their learning, concerns with AI use in education can be overt
reliance on it and subsequent loss of what is deemed vital in learning, fears that AI is going to
reinforce, even amplify existing bias into education, and requirement of large amounts of
investment in physical & human infrastructure. One participant was of view the following words:
“We should be careful with ethical issues of AI in learning systems. Education should keep on
approaching the subject with honest and sincere intention & we shouldn’t let artificial intelligence
systems deepen pre-existing inequalities.” (Participant D).

Integration and Implementation Strategies

The participants made suggestions on following to respond to how to incorporate the application
of AI in open and distance education. It is recommended to gradually introduce the ideas and
methods of lean management and start with pilot projects and, then expand programs following
certain results; teachers, AI scientists, and policymakers collectively to ensure that AI systems are
very relevant to the education systems, professional development of faculty to teach the use of AI
tools, and training of AI competencies for learners to learn about AI and be in a position to analyze
and evaluate AI tools. Another participant talked about this as follows: “The integration of AI
should, therefore, be a collective endeavor so that teachers are always involved in the design and
deployment processes.” (Participant C)
The conclusion drawn from this research makes it considerable to understand the
importance of AI in designing future learning environments in open and distance education
system, as envisaged by the faculty of Pakistani public universities. This strong focus upon the

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capability of providing an individualized learning approach coincides with current practices and
works done at present. The faculty members expect AI systems to address the learning content,
delivery speed, and assessment methodologies adapted to individual student requirements. This
also supports work of White (2020), who noted that adaptive learning systems positively affect
student outcomes. This potential for personalization addresses a long-standing educational
challenge: the chances of delivering the knowledge within a standardized system while aiming at
individual learning needs. This indicates that by 2030, people expect their artificial intelligence to
give them instant feedback as well as recommendations. In this regard, this goes with the study of
Luckin (2017), who pointed out that AI provides more feedback to the students than a human
instructor would due to its capability to provide required feedback as often as needed.

Using the developed systems could further improve the learning process because the
students could immediately get coaching relevant to their progress. The results of this research
tally with the study by Zawacki et al. (2019), who averred that profiling, prediction, and
assessment are the major cases of AI in higher education. AI might indeed be capable of taking up
most of the bureaucratic and time-consuming work and, in turn, help educators identify more with
nurturing and possibly come up with better solutions regarding the student problems, hence
improving the quality of education. However, it is also great to remember the possible negative
effects of the higher automation levels. Some may consider it as causing job insecurity or a
reduction of the value of some administrative positions. However, such applications hold the risk
of the reached decision being wholly or partially wrong since their decision-making process relies
on the incorporation of algorithms that may yield disparate results when not correctly designed
and managed. Future implementation plans should contain these aspects and use them to ensure
that AI will not somehow exclude human discretion in education administration.

One of the most interesting implications of the paper is that AI might increase access to
education and its inclusiveness. In translating services, providing timely advice on how interfaces
should look in future, and having twenty-four-seven AI tutors available, faculty members uphold
the emerging call for enhancements of the learning environment’s accessibility for more populace
learners. This potential application of AI might also respond to some of the enduring questions
about diversifying access to post-secondary education. Further, these results call for attractive
ethical foundations and policies that will adjust and ease the use of AI in learning. With adoption
of these systems ongoing in learning institutions, it will only be vital to implement transparent,
liable, and fair systems when in operation. It is needed to gather educators, AI developers, and
policymakers to collaboratively design AI tools, that combine with proposals to address faculty
concerns Luan et al. (2020). Perhaps this approach could be useful in creating concerned that AI
systems being settled are developed to fulfill the actual education-related requirements and that
they are consistent with the permissible standards of pedagogy.

CONCLUSION
This research aims to identify the possibility of using artificial intelligence to develop a learning
environment in higher education especial in open education from faculty of Pakistani public
universities. The research findings provide a complex and mixed picture of the role of AI in the
future of education, as well as the strengths and weaknesses that need to be believed to apply from
different perspectives to cater to the situations. The study reveals that the use of AI in learning is

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predicted to positively impact the ability to deliver unique teaching tools that will teach the
students, as well as their learning styles and speed. Learner-centered education manifests in choice
of the content, mode of tests and quizzes, and ways of providing the feedback, and it may become
the new frontier of the delivery of education. Third, there are expectations of the significant
enhancements in terms of administrative effectiveness that would release educators from
operational work and ensure they spend more time with students.

In terms of accessibility and inclusiveness in learning, there are possibilities where AI is used,
which was underscored with such features as real-time translation and intelligent interfaces that
make learning easier for various subgroups of learners. However, the present work revealed key
ethical implications and operationalization concerns. Data privacy, risk bias in AI systems,
personalization, and some elements of human touch in the learning were perceived as key
concerns. It is crucial to develop a rational approach and consider the need to include such ethical
issues as applying an effective approach in learning management while sparing the human aspects
of communication. When envisioning the future of AI in higher education until 2030, the
conclusion can be drawn that promoting the integration of AI into educational process will require
combined work of educators, technology experts, and policymakers. The next steps will be the
gradualistic strategy, continuous professional development of the faculty, and the creation of the
programs that would help students become AI literate.

Recommendations
1. It is crucial, then, to set up the robust ethical standards and frameworks for managing AI in
higher learning in order to meet the required standards for attaining the desired and leading
diverse outcomes.
2. Continued professional development programs should be executed so that faculty members
who will be required to incorporate AI into their teaching and training practice are well-
trained on how to do it.
3. To implement artificial intelligence technologies gradually to increase the acceptance and
gauge the response through pilot implementation in certain courses or departments towards
the desired outcomes.
4. Collaborations between teachers, engineers working on AI technologies, policymakers, and
educational professionals should be developed to ensure that the developed AI systems are
pedagogically required.
5. Make sure that all the applications and platforms created and improved with the help of the
artificial intelligence technologies are accessible to students with special needs in order to
meet the standards.

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