Integrating Artificial Intelligence in Non-Formal Education: Towards Innovative and Inclusive Digital Learning Amid National Challenges

Abstract

This study aims to explore the dimensions of integrating artificial intelligence (AI) technologies into non-formal education and to identify the means of employing them to build innovative and inclusive digital learning capable of confronting national challenges of a political, economic, and cultural nature. The study adopted a descriptive-analytical approach, integrated with a qualitative paradigm. An electronic questionnaire comprising (30) items distributed across four main axes (the reality of AI use, non-formal education models, inclusiveness in digital education, and challenges and opportunities) was administered to a purposive sample of (25) participants, including educators, supervisors of non-formal programs, directors of community education centers, and educational technology experts. Additionally, semi-structured interviews were conducted with a group of educational and technical experts to deepen the qualitative understanding of the phenomenon. The results revealed a relatively positive trend toward integrating AI into non-formal activities, with an overall mean for the first axis of (3.62). The findings also indicated limited diversity in the educational models currently employed (mean 3.44), alongside a growing awareness of the need for modernization. The inclusiveness axis recorded a mean of (3.57), reflecting initial efforts toward achieving digital equity, while the challenges and opportunities axis registered the highest mean of (3.72), underscoring participants' profound awareness of structural and training obstacles—particularly the weakness in staff qualification (mean 4.3)—alongside their optimism regarding opportunities for personalization and self-directed learning. The study concluded with the necessity of adopting an integrated national strategy, designing sustainable professional training programs for educational personnel, establishing supportive technical units within educational institutions, and launching non-formal digital initiatives that leverage AI capabilities. It further recommended conducting comparative studies and future research addressing ethical and legislative frameworks, the effectiveness of AI in developing higher-order skills, and the perceptions of parents and the local community, so as to consolidate equitable, interactive, and sustainable digital education.