Abstract
AI technology offers new possibilities for addressing the contradiction between scalability and individualization in higher education, yet existing research lacks theoretical inquiry into how AI enables personalized teaching. Drawing on constructive alignment and embodied cognition theories, this paper develops a “goal alignment—process adaptation—subject symbiosis” framework to elucidate AI-enabled personalized teaching. AI serves as an alignment mediator, ensuring coherence between learning activities and objectives, adapting to individual differences through dynamic context generation, and facilitating teacher-student role transformation. This framework advances the transition from technological application to educational ecosystem reconstruction.
Recommended Citation
Mou, Hui; Tian, Meng-Meng; and Guo, An-Na, "From Alignment to Symbiosis: The Theoretical Logic of AI-Enabled Personalized Teaching in Higher Education" (2026). ICEB 2026 Proceedings (Beijing, China). 38.
https://aisel.aisnet.org/iceb2026/38