The Ethical Boundaries and Developmental Logic of AI-Assisted Personalized Learning in Senior High School English

Zhen-Zhen Wang （ Hangzhou Foreign Languages School, Hangzhou, Zhejiang 310000, China ）

Abstract

With the rapid development of generative artificial intelligence and adaptive learning systems, AI has increasingly penetrated the field of senior high school English education. Its core value lies in leveraging data- driven technologies to design personalized learning pathways, recommend learning content, and assess learners’ competencies, thereby addressing the limitations of the traditional “one-size-fits-all” instructional model in meeting students’ diverse needs. However, technological empowerment also conceals ethical risks and structural tensions. This paper systematically explores the developmental logic of AI-assisted personalized learning in senior high school English and provides an in-depth analysis of its ethical boundaries. It first reviews the application scenarios and driving forces behind AI integration, then identifies potential ethical dilemmas from five dimensions, including data privacy and algorithmic bias. Finally, it proposes the construction of a “human- centered” governance framework. Through institutional regulation and technology-for-good approaches, AI can achieve a unity of instrumental rationality and value rationality in senior high school English education, ultimately serving the fundamental educational goal of holistic human development.

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