preprint · Preprints.org
Artificial intelligence tools in classrooms offer promising opportunities to personalise learning and strengthen health literacy among school pupils. A review of global studies from 2015 to 2025 evaluated technologies including adaptive learning platforms, virtual reality simulations, chatbots, and learning analytics. These tools support higher student engagement, better knowledge retention, and improvements across functional, interactive, and critical health literacy. However, significant obstacles remain, notably disparities in technology access, teacher capacity, and governance, especially in low-resource environments. To address these challenges, an integration model is proposed that combines established health literacy frameworks with Universal Design for Learning and responsible ethics principles. Realising the potential of these tools requires sustained cross-sector collaboration, comprehensive teacher professional development, and strong data governance to ensure that school health education remains inclusive, transparent, and ethically grounded.
Empowering young people with strong health literacy helps them make informed choices for lifelong well-being. Using educational technologies can modernise health education, making complex concepts easier to understand and retain. Understanding how to deploy these tools responsibly ensures that students in varied socioeconomic environments benefit without facing ethical risks or widening existing educational inequalities.
This research provides a conceptual framework and synthesis of existing educational technologies, indicating an early-stage review rather than a deployable commercial product. The insights could guide educational software developers, school systems, and policy makers designing adaptive learning tools, health education chatbots, or immersive simulations. However, practical deployment requires addressing substantial prerequisites identified in the review, such as teacher training, data governance protocols, and hardware access.
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The introduction of the Artificial Intelligence (AI) to the educational process has proved as a revolutionary activity that can make the process personalized and develop the important skills. This narrative review analyzes the worldwide experience of AI applications in enhancing health literacy among school-going learners with an emphasis on lessons to learn on how to implement it ethically, fairly and effectively. The review was based on the studies that were published in the years 2015-2025 in various regions and incorporated the findings of adaptive learning platforms, virtual reality simulations, chatbots, and learning analytics systems. The study shows that AI-based pedagogies increase the likelihood of student engagement, memorization of knowledge, and multidimensional health literacy (functional, interactive, and critical) as envisioned by the model proposed by Nutbeam (2000). Nevertheless, access and capacity disparities between the teachers and governance disparities still occur, especially in low-resource environments. To support the proposed study, the researcher suggests an AI-Health Literacy Integration Model that places the framework of Nutbeam within the framework of Universal Design for Learning (UDL) and Responsible AI ethics and demonstrates how adaptive, immersive, and analytic technologies can be combined to scaffold the development of health literacy. It is the argument of the paper that the successful implementation would necessitate cross-sector collaboration, teacher training, and the data governance mechanisms to make the implementation inclusive and transparent. It concludes that AI could be used to revolutionize school health education through context-sensitive, human-centered, and ethically-based methods that enable young learners to make informed choices that offer health and well-being throughout their lives.
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DOI: 10.20944/preprints202511.0080.v1
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