PERCEPÇÃO DOS ALUNOS SOBRE A PERSONALIZAÇÃO DO ENSINO, COM INTELIGÊNCIA ARTIFICIAL

The growing integration of artificial intelligence (AI) into educational environments has led to significant transformations in how teaching is designed, delivered, and experienced by students. Among the most notable advancements is the personalization of learning, which emerges as a promising strategy to meet individual student needs by respecting their pace, cognitive styles, and developmental trajectories. This article aims to investigate students’ perceptions of AI-mediated personalized learning, focusing on aspects such as engagement, autonomy, motivation, and pedagogical effectiveness. The research was conducted through an extensive literature review, including authors who published between 2010 and 2025, with emphasis on studies that directly address students’ experiences with intelligent educational technologies. The findings indicate that while students acknowledge the benefits of AI-driven personalization — such as access to tailored content, real-time feedback, and greater flexibility in the learning process — they also express concerns regarding the impersonality of interactions, technological dependency, and algorithmic transparency. The analysis reveals that students’ perceptions are influenced by factors such as their familiarity with digital tools, the support provided by teachers, and the quality of the platforms used. Moreover, the sociocultural context of learners plays a crucial role, as AI-based personalization may reinforce existing inequalities if not implemented ethically and inclusively. The article concludes that students’ perceptions of AI-mediated personalized learning are multifaceted, encompassing both enthusiasm and caution, and that actively listening to these learners is essential for improving pedagogical practices supported by technology. Future research directions are suggested to deepen the understanding of AI’s impact on students’ subjectivity and the development of more human-centered, responsive, and equitable learning environments.