publisher
Lifelong learning in an AI-driven world: assistance, personalization and automation under scrutiny
- Source
- Frontiers in Education
- Published
- Last verified
- 9 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Technology & Data, Risk & Compliance
Executive summary
What happened, and why should leadership care?
A scoping review from Frontiers in Education examines the intersection of lifelong learning (LLL) and Artificial Intelligence (AI). The study investigates whether AI's promised benefits of assistance, personalization, and automation align with LLL's broader educational, social, and equity goals. It highlights a concern that current AI deployment in education may not adequately address the diverse paradigms, geographical contexts, and vulnerability profiles central to LLL literature.
Why this matters
Why is this strategically important?
This analysis is critical for understanding the potential misalignment between technological advancements in AI and the foundational principles of lifelong learning. It emphasizes the need for strategic consideration to ensure AI integration in education genuinely supports equitable and inclusive learning outcomes, rather than exacerbating existing disparities or neglecting specific contexts.
Key insights
What should be noted from the evidence?
- The review focuses on the growing intersection between lifelong learning (LLL) and artificial intelligence (AI).
- It scrutinizes whether AI's promised benefits (assistance, personalization, automation) align with LLL's educational, social, and equity aims.
- A central concern is that AI deployment may not always correspond to the diverse paradigms, geographical contexts, and vulnerability profiles emphasized in LLL literature.
- The methodology involved a scoping review using PRISMA 2020 and PRISMA-ScR.
- Two corpora of articles were analyzed: 110 conceptual/empirical articles on LLL and 79 articles.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication