The integration of generative artificial intelligence (GenAI) into educational settings has the potential to significantly enhance learning experiences for students with diverse needs, including students with learning difficulties. Underpinned by the transformational social justice learning paradigm, the research purpose is to investigate how GenAI can optimize support for business diploma students facing various learning difficulties within a college in Toronto. This mixed research combines quantitative and qualitative methods to comprehensively explore the impact of GenAI on student outcomes while giving a voice to students and educators. The researcher focuses on three key areas. First of all, GenAI offers personalized learning as GenAI algorithms adapt to individual student profiles, tailoring content delivery and assessment strategies based on learning preferences, cognitive abilities, and challenges. By providing customized learning pathways, GenAI aims to address specific difficulties faced by students. Second, it enhances accessibility as it can generate alternative formats for course materials, such as audio summaries, visual aids, or simplified text. For students with reading or comprehension difficulties, these adaptations can significantly improve access to information. Thirdly, it offers real-time support as through chatbots and virtual assistants powered by GenAI, students receive immediate responses to queries related to coursework, assignments, or study techniques. These tools offer personalized guidance and foster self-directed learning. Findings reveal that integrating GenAI positively impacts student engagement, performance, and overall satisfaction. However, challenges related to data privacy, ethical considerations, and the need for ongoing faculty training must be addressed during implementation. As this study paves the way for further research, educational institutions must balance technological advancements with ethical considerations and ensure that all students benefit equitably from these innovations.

Author: Aida Younis

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0059
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada