Bridging the Divide: Artificial Intelligence as a Lever for Global Educational Equity

Zhuoni (Vada) Cheng

doi:10.54254/2753-7048/2026.HT29933

Lecture Notes in Education Psychology and Public MediaOpen access

Bridging the Divide: Artificial Intelligence as a Lever for Global Educational Equity

Research Article

Open Access

Bridging the Divide: Artificial Intelligence as a Lever for Global Educational Equity

Zhuoni (Vada) Cheng ^1*

¹ Jiangsu Normal University

^*Corresponding author: ngohuuvy33@gmail.com

Published on 26 November 2025

LNEP Vol.122

ISSN (Print): 2753-7056

ISSN (Online): 2753-7048

ISBN (Print): 978-1-80590-553-0

ISBN (Online): 978-1-80590-554-7

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Abstract

Artificial intelligence (AI) is profoundly reshaping the global education landscape, yet the distribution of its benefits remains highly inequitable. Students in high-income regions adopt AI tools at much higher rates, while learners in low-resource areas encounter barriers related to infrastructure, affordability, and cultural adaptation. This paper analyzes how inclusive and affordable AI-driven practices can advance educational equity. Using a three-dimensional framework of opportunity, process, and outcomes, it compares initiatives including offline learning devices in Africa, synchronous classrooms in rural China, and adaptive education platforms in Brazil and India. Employing a multi-case comparative approach, this study integrates outcome tracking, cost-effectiveness analysis, and cross-regional datasets. Findings indicate that low-cost devices and solar-powered solutions expand access, while resource-sharing platforms and open educational resources foster fairness of process and outcomes. However, challenges such as algorithmic bias in speech recognition and unequal access to generative AI persist. The paper concludes by proposing recommendations to establish open-course repositories, strengthen teacher collaboration networks, and develop sustainable governance models to maximize inclusion.

Keywords:

educational equity, inclusive technology, resource sharing, personalized learning, global collaboration

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References

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References

[1]. OECD. (2023). OECD digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https: //doi.org/10.1787/c74f03de-en

[2]. UNICEF. (2020). COVID-19 and school closures: Are children able to continue learning? UNICEF. https: //data.unicef.org/wp-content/uploads/2020/11/RemoteLearningFactsheet_Updated

[4]. UNESCO. (2019). The UNESCO OER recommendation: Supporting the sustainable development goals through open educational resources. UNESCO. https: //unesdoc.unesco.org/ark: /48223/pf0000372275

[5]. Japan International Cooperation Agency. (2020). India’s low-cost remote learning initiatives during the COVID-19 crisis. JICA.

[8]. Martin, J. L., & Wright, K. E. (2023). Bias in automatic speech recognition: The case of African American language. Applied Linguistics, 44(4), 613–630. https: //doi.org/10.1093/applin/amac066

[10]. Rundle, M. (2015, October 16). How Geekie’s adaptive education shattered “centuries” of pain in Brazil. WIRED. https: //www.wired.com/story/claudio-sassaki-wired-2015/

Cite this article

Cheng,Z.(. (2025). Bridging the Divide: Artificial Intelligence as a Lever for Global Educational Equity. Lecture Notes in Education Psychology and Public Media,122,37-43.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

About volume

Volume title: Proceeding of ICSPHS 2026 Symposium: Critical Perspectives on Global Education and Psychological Development

ISBN: 978-1-80590-553-0(Print) / 978-1-80590-554-7(Online)

Editor: Nafhesa Ali, Enrique Mallen

Conference website: https://www.icsphs.org/Huntsville.html

Conference date: 15 January 2026

Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.122

ISSN: 2753-7048(Print) / 2753-7056(Online)

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