Impact of Artificial Intelligence on Learning Outcomes: A Study in the Context of Bangladesh

Authors

Azad Rahman , Tanvir Kouser Shuvo Department of Electrical and Electronics Engineering, Daffodil International University, Dhaka, Bangladesh, Department of CSE, Southeast University, Dhaka, Bangladesh Author

Artificial Intelligence in Education (AIED), Learning Outcomes, Personalized Learning, Bangladesh, Digital Divide, Teacher Readiness, Ethical AI.

This study examines the transformative potential of Artificial Intelligence (AI) in shaping learning outcomes within

Bangladesh’ s evolving educational landscape. Leveraging a mixed-methods approach that integrates large-scale

surveys, in-depth interviews, and secondary data analysis, the research explores how AI-driven tools—ranging from

intelligent tutoring systems to adaptive learning platforms — impact student performance, engagement, and

personalized instruction across K–12 and higher education sectors. Findings reveal that AI can significantly enhance

academic achievement, foster individualized learning experiences, and improve teaching efficiency when supported

by robust infrastructure, teacher readiness, and localized digital content in Bangla. However, challenges such as

limited technological capacity in rural regions, unequal access to digital resources, and concerns around data privacy,

algorithmic bias, and ethical governance constrain large-scale adoption. The study highlights strategic pathways for

integrating AI responsibly and sustainably, offering policy recommendations for government agencies, educational

institutions, and EdTech developers. These include capacity-building initiatives, inclusive digital infrastructure

development, and regulatory frameworks that ensure equity, cultural alignment, and data security. Ultimately, the

research underscores AI ’ s potential to drive inclusive educational innovation in Bangladesh while addressing

systemic barriers to its effective implementation.