Can Artificial Intelligence in Education Truly Reduce Inequalities Without Creating New Ones?

Artificial intelligence is generating particular enthusiasm in the field of education. It is often presented as a miracle solution capable of lightening the workload of teachers, personalizing learning, and making school more accessible to all. Tools such as intelligent tutoring systems or virtual labs promise to transform teaching methods and provide experiences tailored to the needs of each student. However, behind these promises lie major risks that could worsen inequalities rather than reduce them.

The algorithms used in these systems are not neutral. They often reproduce the biases present in the data on which they are trained. For example, automated assessment tools have already shown discrimination against students from linguistic or cultural minorities. Accents, dialects, or ways of expressing ideas that deviate from the dominant norm can be misinterpreted, unfairly penalizing certain students. Similarly, facial or voice recognition technologies, intended to analyze engagement or emotions, work less effectively for people of color or those with disabilities. These tools thus risk reinforcing stereotypes and further marginalizing those who are already disadvantaged.

Another issue lies in unequal access to these technologies. The most advanced solutions are often paid for, reserved for institutions or families who can afford them. This creates a digital divide where only certain students benefit from education enhanced by artificial intelligence, while others are left behind. Furthermore, these systems are generally designed by teams from privileged backgrounds, reflecting a monocultural vision of education. They impose norms and values that do not always align with local realities or the needs of students from diverse backgrounds.

Faced with these challenges, a critical approach is essential. The goal is not to reject artificial intelligence but to use it with caution and discernment. Teachers must be trained to understand the limitations and biases of these tools so they can integrate them thoughtfully into their practice. School curricula should include education on the ethical and social issues of artificial intelligence, enabling students to become informed and responsible users.

The objective is not only to prepare young people for a technology-dominated job market but also to give them the means to question its impact on society. Well-designed artificial intelligence could indeed support more inclusive learning, provided it is developed with the participation of all stakeholders and respects the diversity of students. Without this vigilance, it risks becoming a tool for standardization and exclusion rather than a lever for emancipation.

Sources and Credits

Source Study

DOI: https://doi.org/10.1007/s11125-026-09760-4

Title: Demystifying AI: The urgency of a critical stance on the use of AI systems in education

Journal: PROSPECTS

Publisher: Springer Science and Business Media LLC

Authors: Dagmar Mercedes Heeg; Lucy Avraamidou