Artificial Intelligence as a Virtual Assistant Teacher for Personalized Inclusive Learning: A Systematic Literature Review and Human AI Collaboration Framework for Indonesia

Rahayu Febri Riyanti; Alya Al Izzati Rofidah; Nabila Nurfianda; Azizah Nur Fadilah; Altra Slashearly Ryanlista Firstly; Siti Fatimah Nur Lidini Salamah; Valeria Isabel Navarro; Charlotte Marie Janssens

doi:10.23917/saintek.v3i1.18366

Authors

Rahayu Febri Riyanti Faculty of Tarbiyah, Universitas Islam Negeri Raden Mas Said Surakarta
Indonesia
Alya Al Izzati Rofidah Faculty of Tarbiyah, Universitas Islam Negeri Raden Mas Said Surakarta
Indonesia
Nabila Nurfianda Faculty of Tarbiyah, Universitas Islam Negeri Raden Mas Said Surakarta
Indonesia
Azizah Nur Fadilah Faculty of Tarbiyah, Universitas Islam Negeri Raden Mas Said Surakarta
Indonesia
Altra Slashearly Ryanlista Firstly Faculty of Tarbiyah, Universitas Islam Negeri Raden Mas Said Surakarta
Indonesia
Siti Fatimah Nur Lidini Salamah Faculty of Tarbiyah, Universitas Islam Negeri Raden Mas Said Surakarta
Indonesia
Valeria Isabel Navarro Department of Information Systems Engineering, Universidad Atlántico Medio
Spain
Charlotte Marie Janssens Department of Management of AI and Machine Learning, United Business Institute
Belgium

DOI:

https://doi.org/10.23917/saintek.v3i1.18366

Keywords:

artificial intelligence, virtual assistant teacher, inclusive education, personalized learning, adaptive learning, assistive technology, human–ai collaboration

Abstract

The advancements in Artificial Intelligence (AI) have significantly influenced various sectors, including education. In recent years, the implementation of AI has demonstrated a remarkably substantial increase. Conversely, only approximately 30% of inclusive schools in Indonesia utilize adaptive technology. This condition necessitates serious consideration regarding the role of AI as a virtual assistant teacher in personalizing inclusive learning. This study aims to analyze the role of AI as a virtual assistant teacher in personalizing inclusive learning, assess its impact on student engagement, and identify the challenges and integration of AI in education. Employing a qualitative approach, this study conducts a literature review of 35 scientific articles published between 2021 and 2026. The findings indicate that AI can function as a virtual assistant to support inclusive learning that is more interactive, adaptive, and effective in enhancing the engagement of students with special needs. With appropriate policy support, the integration of AI and human educators can serve as a progressive step toward improving the quality of inclusive education in the future.

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