Artificial intelligence at the service of educational inclusion: AI-assisted pedagogical remediation (AAPR), a tool to reduce disparities in education

Abstract

Technological advancements offer significant advantages in terms of accessibility and efficiency in contemporary education. However, their integration raises pedagogical and technical challenges that must be addressed to ensure inclusive teaching tailored to the individualized needs of learners. Artificial intelligence (AI) is emerging as a promising solution for educational remediation, aiming to reduce disparities and promote the development of learners' skills.
This study analyzes the remote pedagogical remediation practices of secondary school teachers and proposes an AI-assisted pedagogical remediation solution (AAPR), including the preparation of digital diagnostic tests and the organization of personalized support sessions. A quantitative survey conducted among 80 teachers from the Rabat-Salé-Kénitra regional academy allowed for data collection via an online questionnaire, distributed on teachers' professional communication platforms (Google Forms, WhatsApp, Facebook). The results highlight a lack of suitable tools to accurately diagnose learning gaps at a distance, as well as an underutilization of ICT in personalized remediation. Faced with these observations, the study proposes the development of an AI-based web application designed to identify the individual needs of learners and facilitate the implementation of targeted remote support sessions.

This research highlights the importance of integrating AI into educational remediation to improve accessibility and teaching effectiveness, thereby contributing to educational inclusion and reducing disparities in the educational field, while addressing the diverse and specific needs of teachers and learners.

Keywords: Artificial intelligence (AI), learning gaps, ICT, AI-assisted pedagogical remediation (AAPR).

Received Date: October 20, 2025

Accepted Date: November 11, 2025

Published Date: December 01, 2025

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/545