A Comparative Systematic Review of Intelligent Educational Chatbots in Arabic and International Contexts (2022–2025)

Abstract

AI is increasing the influence on educational environments and AI Systems with intelligent chatbots are being used as learning support tools. This study uses a PRISMA guided Systematic Literature Review (SLR) to review and evaluate 37 peer reviewed studies from 2022-2025 that were written about the use of intelligent educational chatbots in both Arabic and international contexts. The results indicate that educational chatbots improve student engagement, academic support and personalization of learning experience. However, there are significant differences in how educational chatbots are implemented between Arabic and international contexts. International systems are using adaptive intelligence and are incorporating advanced NLP and theory driven design models into their systems. Many Arabic systems are still primarily rule based and provide functional support to students. In addition, this research identified linguistics complexities in Arabic NLP, lack of long-term evaluations and lack of pedagogical integration as structural barriers to chatbot maturity in Arabic educational ecosystems. The research also provides a comparative and contextual synthesis which advances the scholarship by moving past descriptive Summaries and provides region-specific strategic recommendations for developing theoretically grounded and technologically sophisticated educational chatbot systems.