Adaptive Online Learning and Student Success: Exploring the Role of AI-Powered Personalized Pedagogies in Higher Education

Abstract

This study aims to examine the role of AI-powered personalized pedagogies in adaptive online learning and their contribution to student success in secondary education. A qualitative case study was conducted at school, selected for its digital learning context. Data were collected through interviews, observations, and documentation involving school leaders, teachers, and students. Data were analyzed through data condensation, data display, and conclusion drawing and verification, with credibility strengthened through source, technique, and time triangulation. The findings show that AI-powered personalization supported students through explanations, adaptive resources, timely feedback, and assistance aligned with learning difficulties and learning pace. These practices strengthened engagement, learning autonomy, persistence, and understanding, while teacher guidance remained essential for interpreting AI recommendations and maintaining direction. The study concludes that AI can function as a pedagogical mediator for adaptive learning when technology, teacher facilitation, and student agency operate together. The findings imply that institutions should strengthen AI literacy, teaching competencies, responsible-use guidelines, data protection, and evaluation mechanisms.