AIPLI Hub: A Server-Free Adaptive EdTech Platform Bridging the Learning Equity Gap in Underserved Communities


Date Published : 25 June 2026

Contributors

Dr. Suresh Palarimath

University of Technology and Applied Sciences, Salalah, Oman
Author

Upendra Kumar

Institute of Engineering and Technology, Lucknow, India,Lincoln University College, 47301, Petaling Jaya, Selangor Darul Ehsan, Malaysia
Author

Keywords

AIPLI Hub Adaptive Learning Multiple Intelligence Offline EdTech LMIC SDG 4 Explainable AI

Proceeding

Track

Engineering and Sciences

License

Copyright (c) 2026 Sustainable Global Societies Initiative

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Abstract

Learners in Low- and Middle-Income Countries (LMICs) remain excluded from adaptive personalized learning because existing platforms require server infrastructure, stable internet, and English-language proficiency — conditions absent in most underserved schools. This paper introduces AIPLI Hub, a fully browser-native, server-free adaptive learning platform combining Bayesian Knowledge Tracing (BKT) for real-time knowledge state estimation, Gardner’s Multiple Intelligence (MI) theory for modality personalization, Explainable AI (XAI) for transparent decision-making, and an IndexedDB persistence layer for offline operation. Expert Delphi validation (n=15) achieved ≥80% consensus on all framework statements; simulation across four benchmark datasets confirmed 90%+ adaptive path consistency and BKT F1-score of 84.9%; a pilot deployment logged 191 sessions across eight multilingual students achieving a 70% class average. AIPLI Hub provides a zero-cost, zero-infrastructure, SDG 4-aligned adaptive learning system deployable immediately in any LMIC school environment.

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How to Cite

Palarimath, S., & Kumar, U. . (2026). AIPLI Hub: A Server-Free Adaptive EdTech Platform Bridging the Learning Equity Gap in Underserved Communities. Sustainable Global Societies Initiative, 1(6). https://vectmag.com/sgsi/paper/view/650