PERSONALIZING HIGHER EDUCATION THROUGH ARTIFICIAL INTELLIGENCE: PEDAGOGICAL AND PSYCHOLOGICAL PERSPECTIVES

This manuscript delves into the pivotal influence of Artificial Intelligence (AI) within the realm of higher education, focusing on its implications from pedagogical and psychological perspectives. Through a comprehensive analysis encompassing a systematic review of pertinent literature, detailed examination of case studies, and an extensive meta-analysis, the study investigates the efficacy of AI-driven personalization in enriching the educational journey of learners from diverse demographic backgrounds and educational settings. The findings indicate a notable association between the adoption of AI technologies and enhancements in critical educational outcomes, including learner engagement and mental health improvement. Moreover, the document presents a nuanced critique of AI's capability to enhance instructional methodologies, while also engaging with the moral considerations attendant to its deployment in scholarly environments. By underscoring the indispensable role of educational facilitators in the judicious incorporation of AI tools, the discourse advocates for a measured and principled use of AI within educational frameworks, accentuating the imperative for sustained scholarly inquiry into its enduring impacts and the commitment to democratizing access to AI-fortified educational opportunities. This scholarly endeavor lays the groundwork for future explorations into the ethical and balanced integration of AI in educational modalities, highlighting the technology's considerable promise in advancing pedagogical strategies and addressing the psychological needs of students, contingent upon the application of rigorous ethical guidelines.