Leveraging Artificial Intelligence to Enhance Personalised Learning Experiences in Chemistry Education

This article examines how artificial intelligence (AI) can be leveraged to create personalised learning pathways in chemistry education. Chemistry education, characterised by abstract molecular concepts, intricate reaction mechanisms, and demanding laboratory competencies, presents significant instructional challenges that conventional teaching approaches cannot adequately address. AI technologies, encompassing machine learning, natural language processing, intelligent tutoring systems, and adaptive learning platforms offer transformative possibilities for tailoring instruction to the individual learner. Drawing on constructivist and social constructivist frameworks, the study explores AI’s role as a “more knowledgeable other” within Vygotsky’s zone of proximal development. Through a systematic review of empirical literature, the article identifies key affordances of AI-enhanced personalisation, including real-time diagnostic assessment, adaptive content sequencing, AI-powered virtual laboratories, and automated feedback. Findings indicate that AI-enhanced personalisation yields measurable improvements in conceptual understanding and learner engagement when implemented with deliberate pedagogical design. It is recommended that AI tools be adopted with strong ethical governance, equitable infrastructure investment, and sustained professional development for educators, to ensure that the benefits of personalised chemistry education are realised without deepening existing inequalities.