Harnessing generative AI

Reviewing applications, challenges, and solutions for out-of-school children in developing regions

Bibliographic Data

ID8022344
AuthorsSabit Rahim (0000-0002-0213-1958), Gul Sahar (0000-0003-0225-4007), Gul Jabeen (0000-0002-0624-8440), Soofia Khatoon, Dil Angaiz
Year2025
Volume10
Pages101206-101206
Publication date2025-08-28
Open AccessYes
TypeARTICLE
VenueSustainable Futures (JOURNAL)
Journal identifiersISSN: 2666-1888
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.sftr.2025.101206
OpenAlexW4413781119
LanguageEN
Citations received2
References cited38

Out of school children in Gilgit-Baltistan (GB) face significant challenges due to geographical isolation, inadequate infrastructure, harsh weather, lack of schools, cultural barriers, and socio-economic constraints, especially for girls. Generative AI(GAI) has potential to bridge these gaps with adaptive, engaging and aligned curriculum content to support learning specially for out-of-school children. It enables adaptable access to education through visual, text and audio format in remote and underserved mountainous areas. This analysis includes key applications, challenges and solutions of GAI in education for out of school from an initial pool of 90 studies sourced from scholarly databases such as IEEE Xplore, Science Direct, and Google Scholar (different published included). After exhaustive screening, 30 major papers were reviewed to evaluate the potential of GAI in out-of-school children’s education.The findings highlight the significant role of Generative Artificial Intelligence (GAI) in enabling inclusive education by offering tailored content through Learning Management Systems (LMS). A theoretical model is proposed integrating GAI, LMS, adaptive and data-driven methodologies (A&DM), operational and ethical safety framework, implementation strategy, team structure, and financial considerations. Besides offering content, LMS gathers information to analyze individual needs and create appropriate instructional material. Local community facilitators are essential in reinforcing learning, bridging digital divides, and ensuring a supportive education atmosphere. The study addresses strengths, limitations, and suitability associated with GAI integration, such as integrity in assessment, critical thinking, potential disruptions, data reliability, and human interaction. This study shows GAI's potential in access, inclusivity, and engagement through strategic partnerships, adaptive approaches, and targeted efforts

Generative grammar · Mathematics education · AI in Service Interactions · Computer Science · ICT in Developing Communities · Psychology · Artificial Intelligence

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