Cross-Cultural Perspectives on AI in Education: Case Studies from Global Classrooms

Abstract

Artificial Intelligence (AI) is transforming educational landscapes globally, offering innovative pedagogical approaches that cater to diverse learning environments. This paper explores cross-cultural perspectives on AI in education by examining case studies from various global classrooms. It investigates how different cultural contexts shape the implementation, perception, and effectiveness of AI-driven educational tools. While AI offers promising solutions for personalized learning, assessment automation, and intelligent tutoring systems, its integration remains contingent on cultural, social, and economic factors. The study highlights the benefits and challenges of AI adoption in educational settings, emphasizing ethical considerations, inclusivity, and teacher-student interaction. Findings suggest that AI's role in education is not uniform; rather, it is shaped by cultural attitudes toward technology, educational philosophies, and infrastructural capabilities. For instance, AI applications in technologically advanced nations such as Finland and Japan differ significantly from those in developing regions like Sub-Saharan Africa and South Asia, where accessibility and digital literacy pose challenges. Additionally, the research underscores how linguistic diversity, societal norms, and governmental policies influence AI-based learning experiences. The paper argues that a nuanced, culturally responsive approach is necessary for the effective integration of AI in education. By examining cross-cultural case studies, this research contributes to a broader understanding of AI's potential in shaping global education while advocating for inclusive and ethically responsible AI policies.