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Artificial intelligence and educational data mining technologies for the 4th SDG quality education: A systematic review

Author

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  • Pratya Nuankaew
  • Patchara Nasa-Ngium
  • Wongpanya S. Nuankaew

Abstract

This systematic review covers the role of artificial intelligence (AI) in education relating to the United Nations' Sustainable Development Goal 4 (SDG 4), covering studies from 2020 to 2024. The review examines AI's transformative potential in six key educational areas. Following PRISMA guidelines, 366 research works were initially identified from two databases, with 19 meeting the inclusion criteria for detailed analysis. The findings reveal that AI enhances personalized learning, fosters inclusivity, and improves accessibility through adaptive learning systems, virtual classrooms, and predictive analytics. AI tools, including chatbots and machine learning models, significantly contribute to equity in educational guidance and performance prediction, while immersive technologies offer culturally responsive learning environments. However, algorithmic bias and data privacy are challenges where concerns persist, underscoring the need for transparent, accountable AI systems and robust data governance to prevent inequities. Policymakers and educators are urged to develop ethical guidelines, adopt responsible AI practices, and ensure equitable access to educational technologies. These actions are essential for aligning AI applications with SDG 4 objectives, providing sustainable and inclusive educational outcomes globally.

Suggested Citation

  • Pratya Nuankaew & Patchara Nasa-Ngium & Wongpanya S. Nuankaew, 2025. "Artificial intelligence and educational data mining technologies for the 4th SDG quality education: A systematic review," International Journal of Innovative Research and Scientific Studies, Innovative Research Publishing, vol. 8(3), pages 4217-4235.
    • Handle: RePEc:aac:ijirss:v:8:y:2025:i:3:p:4217-4235:id:7468
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