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Harnessing AI to Transform Adult Learning: A Case Study of iSmartGuide at SUSS
Tan, Ken Kian Xian Lim, Bryan Yong Tah
Tan, Ken Kian Xian
Lim, Bryan Yong Tah
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Date
2026
Educational Level
ISCED Level 6 Bachelor’s or equivalent
ISCED Level 7 Master’s or equivalent
ISCED Level 7 Master’s or equivalent
Curriculum Area
Geographical Setting
Singapore
Abstract
Context: This case study examines the development and implementation of iSmartGuide, an AI- enhanced learning platform launched by the Singapore University of Social Sciences (SUSS) to advance adult education and lifelong learning. As an institution committed to applied learning, SUSS serves a diverse population of working professionals and adult learners. iSmartGuide was developed in response to the limitations of static digital learning resources and the need for a more dynamic, responsive, and inclusive learning environment.
Aims: The innovation addresses three core challenges: enabling self-directed and flexible learning; providing personalised and adaptive support; and empowering educators through data-informed teaching. The platform integrates generative AI with retrieval-augmented generation (RAG) to support learners via tools such as an AI Tutor, AI Quiz, accessibility-focused Reader, multilingual support, gamification features, nudging, and analytics dashboards. These features are accessible through SUSS’s learning management system, providing a seamless user experience.
Methods: iSmartGuide was developed using a design-based research methodology with iterative phases, including needs analysis, prototyping, stakeholder consultation, pilot testing, and institution-wide rollout. Evaluation methods included platform usage analytics, learner and faculty feedback, and targeted pilot studies across disciplines.
Findings: Findings show strong learner engagement during high-stakes periods and broad satisfaction with the platform’s ease of use, relevance, and responsiveness. Students reported that the AI Tutor provided valuable real-time support, while educators used analytics to identify learning gaps and personalise instruction [Klašnja-Milićević et al., 2017]. Accessibility and multilingual tools improved inclusivity, and gamified features supported motivation and continuous engagement. The platform has shifted teaching practice from content transmission to facilitation and intervention, allowing educators to act more responsively and strategically. The AI Tutor alleviates repetitive query handling, freeing time for deeper pedagogical engagement.
Implications: Looking ahead, SUSS plans to expand iSmartGuide’s capabilities with features such as smart content recommendations, AI integration with lecture recordings, and voice-activated and emotionally intelligent interactions. The university is also exploring collaborations with other institutions and industry partners to scale the platform for corporate learning and lifelong upskilling, in alignment with national workforce initiatives. This innovation demonstrates how AI can be responsibly leveraged to drive personalised, inclusive, and scalable learning in higher education.
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Keywords (free text)
adult learning, AI in education, personalised learning, lifelong learning, AI tutor, generative AI, learning analytics, accessibility