Empowering Education in Western China with AI Technology: A Case Study from Gansu Province
DOI:
https://doi.org/10.54097/18dssr57Keywords:
Artificial Intelligence; Educational Equity; Rural Education (China); Digital Transformation; Case Study.Abstract
The present study is an exploratory case study of the role of artificial intelligence (AI) in the digital transformation of education throughout Western China, resulting from a summer 2025 social practice project with the No.3 Middle School in Zhenyuan County, Gansu Province. The study analyses AI-based personalized teaching, teacher development, and resource-sharing programmes to argue that these technologies will be critical for providing a relatively fair allocation of teaching resources in an area with extreme imbalances in teaching resources. Such technologies, it is argued, can fulfil a dual role by not only providing a direct interface with the students but also serving as a very effective tool for the professional development of teachers, thereby offering a further mechanism for teaching fairness. The study also discusses certain arising difficulties, such as infrastructural deficiencies, teacher training deficiencies, and a lack of locally specific instructional resources. It concludes with suggestions for addressing these findings.
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