Technology for equity: a systematic review of AI, adaptive tools, and digital platforms in differentiated instruction

Jamil Suprihatiningrum; Ahmad Syaripudin

doi:10.1590/1983-3652.2026.61658

Autores

Jamil Suprihatiningrum State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia https://orcid.org/0000-0002-1836-8845
Ahmad Syaripudin State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia https://orcid.org/0009-0000-5606-0406

DOI:

https://doi.org/10.1590/1983-3652.2026.61658

Palavras-chave:

Instrução diferenciada, Inteligência Artificial, Sistemas de aprendizagem adaptativa, Plataformas digitais, Equidade na educação

Resumo

Este estudo examina como a inteligência artificial (IA), os sistemas de aprendizagem adaptativa e as ferramentas digitais fortalecem a instrução diferenciada (ID) para promover a equidade educacional em salas de aula digitais. Com base em uma revisão sistemática de 41 estudos revisados por pares publicados entre 2015 e 2025, o estudo analisa como diferentes tecnologias apoiam os quatro componentes da ID, a saber, conteúdo, processo, produto e ambiente de aprendizagem, seguindo o modelo PRISMA. A síntese identifica quatro temas principais. As ferramentas digitais aumentam a acessibilidade e promovem o engajamento multimodal, embora suas funções adaptativas frequentemente permaneçam estáticas. A IA e os sistemas adaptativos permitem a personalização em tempo real, mas enfrentam desafios persistentes relacionados à transparência algorítmica, à demanda de dados e à relevância contextual. Produtos inovadores e ambientes imersivos, como laboratórios de realidade virtual, jogos educacionais e narrativas multimodais, ampliam a inclusão ao oferecer múltiplos formatos de resposta, conversão de texto em fala e opções flexíveis de envio, de acordo com os princípios do Desenho Universal para a Aprendizagem. As atitudes dos professores e o apoio institucional determinam de forma consistente se as inovações tecnológicas levam à diferenciação sustentável. No geral, a revisão demonstra que a tecnologia fortalece a ID somente quando os educadores a integram ao julgamento profissional, ao compromisso institucional e aos marcos sistêmicos de equidade. Os resultados oferecem orientações práticas para professores, pesquisadores e formuladores de políticas que buscam projetar ambientes de aprendizagem digitais que promovam a inclusão e a justiça educacional.

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