RESPONSIBLE ADOPTION OF APPLIED ARTIFICIAL INTELLIGENCE IN SAUDI SECONDARY EDUCATION: OPPORTUNITIES, GOVERNANCE AND EDUCATIONAL OUTCOMES TOWARD VISION 2030

Abstract

This review aims to provide an evidence-based framework for the responsible integration of applied Artificial Intelligence into Saudi secondary education. This framework will link classroom opportunities to governance protections and tangible educational outcomes aligned to Vision 2030. Approach to design/methodology A structured integrative review was conducted, synthesizing peer-reviewed research, evidence from Saudi Arabia and official policy documents, published predominantly from 2020 to August 2026. The review followed the PRISMA guidelines but was not conducted as a meta-analysis since the body of evidence includes empirical studies, conceptual papers, competency frameworks, and regulatory documents. Results: Applied AI has the potential to enhance formative feedback, provide differentiated support, aid teacher planning, improve accessibility, promote student self-regulation, and enable data-driven interventions. Yet the educational value of such AI depends on human supervision, teacher capability, data minimisation, privacy, explainability, fairness, age appropriate safeguards, academic integrity, and ongoing evaluation.Although Saudi Arabia is entering this stage with considerable national momentum-due to initiatives aimed at teacher development and the existence of a national AI curriculum-the literature on secondary education is still less extensive than that available at the higher education level.