Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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AI as a Scaffolding Tool for Student Learning in Saudi Arabia: A Literature Review

Author(s) Mr. Muhammad Abdurrahman Alhadhri, Prof. Grami Mohammed Grami
Country Saudi Arabia
Abstract This literature review examines the role of AI as a scaffolding tool for student learning in Saudi Arabia. The review is based on 10 recent Saudi studies that discuss AI in different educational contexts, including higher education, primary education, EFL, Islamic Studies, online learning, learning management systems, formative assessment, teacher readiness, and student engagement. The purpose of this review is to understand how AI is presented as a supportive tool that helps students during the learning process, rather than a tool that replaces teachers or removes students’ own effort. The reviewed studies show that AI can support learning through personalized support, immediate feedback, formative assessment, learner autonomy, engagement, and the simplification of difficult concepts. The studies also show that both students and teachers generally have positive attitudes toward AI, especially when it reduces workload, provides support, and makes learning more manageable. However, the literature also raises repeated concerns about accuracy, over-reliance, plagiarism, privacy, weak training, and the lack of clear policies. Overall, this review argues that AI has strong potential to function as a scaffolding tool in Saudi education, but this potential depends on teacher guidance, ethical use, and proper institutional support. The review also finds that the current literature still needs stronger evidence from real classroom practice and long-term studies that examine how AI supports learning over time.
Keywords Artificial intelligence (AI), AI Scaffolding, Student learning, Saudi education.
Field Computer > Artificial Intelligence / Simulation / Virtual Reality
Published In Volume 7, Issue 3, May-June 2026
Published On 2026-05-25
DOI https://doi.org/10.63363/aijfr.2026.v07i03.6007
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