1 Saint Louis University School of Professional Studies, Department of Information Systems, Saint Louis, Missouri, United States.
2 Akwa Ibom State University Faculty of Social Sciences, Department of Political Science, Oruk Anam, Akwa Ibom, Nigeria.
International Journal of Science and Research Archive, 2025, 14(03), 545-554
Article DOI: 10.30574/ijsra.2025.14.3.2290
Received on 22 November 2024; revised on 09 March 2025; accepted on 11 March 2025
The US higher education system, renowned for its prestigious institutions and innovative research, faces significant challenges in accessibility, affordability, and equity. This paper explores the transformative potential of artificial intelligence (AI) and analytics in addressing these challenges. By leveraging AI-powered tools and big data analytics, higher education institutions can enhance personalized learning, improve student access and retention, streamline administrative processes, and support data-driven decision-making. However, the integration of AI also presents ethical considerations, including privacy concerns, potential biases in algorithms, and the risk of over-reliance on automated systems. This review examines the current landscape of AI in higher education, identifies key benefits and challenges, and proposes strategies for effective and ethical implementation. The findings suggest that while AI holds great promise for revolutionizing higher education, careful consideration and ongoing research are necessary to fully realize its potential and address associated risks.
Artificial Intelligence (AI); Higher Education; Learning Analytics; Educational Technology; AI-Powered Analytics; Intelligent Tutoring Systems (ITS)
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Kingsley Anyaso and Stanley Anyaso. Transforming U.S. higher education with artificial intelligence: Opportunities, ethical challenges, and strategies for effective implementation. International Journal of Science and Research Archive, 2025, 14(03), 545-554. Article DOI: https://doi.org/10.30574/ijsra.2025.14.3.2290.
Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0







