The Use of Intelligent Tutoring Systems in the Context of General Education: Country-Specific Approaches, Impacts, Challenges and Opportunities

Abstract This article examines the implementation and use of Intelligent Tutoring Systems (ITS) in general education in the Netherlands and South Korea. Based on expert interviews and document analyses, this article identifies national strategies, implementation models, and conditions for success. The comparison reveals two distinct control logics: a school-autonomous, research-based approach in the Netherlands and a centrally controlled digitisation strategy in South Korea, implemented differently at the regional level. In both cases, the sustainable use of ITS proves to be less of a technological challenge and more of an educational and organisational task. The article derives practical ideas for the German school context and offers guidance to decision-makers and education administrators on the responsible and effective integration of AI-supported learning technologies.