The accelerating convergence of artificial intelligence (AI), digital education, and shifting labour market demands is redefining both the architecture of learning and the expectations of work in the 21st century. This paper critically examines the transformative potential of AI-driven personalization and adaptive learning systems in fostering individual wellbeing and equipping learners for the complex, interdisciplinary demands of the future workforce. Drawing upon a multi-disciplinary synthesis of recent empirical studies, theoretical frameworks such as constructivist learning theory, and policy reports from organisations including UNESCO, the OECD, and the World Economic Forum, the study explores how AI technologies—when thoughtfully integrated—can support differentiated instruction, mental health monitoring, and continuous skills alignment. The paper argues that educational institutions and corporate training ecosystems must move beyond traditional one-size-fits-all paradigms to embrace intelligent systems that adapt to cognitive, emotional, and contextual variables. It also considers the ethical and socio-cultural implications of deploying such technologies at scale. Through illustrative case studies and comparative models, the paper provides a strategic framework for leveraging AI to foster inclusive, human-centred learning environments that promote resilience, lifelong learning, and workforce agility. Ultimately, this research contributes to ongoing debates on educational equity, digital ethics, and the socio-technical design of future-ready learning ecosystems.
Keywords: Ai-Driven Personalization,Adaptive Learning Technologies, Future of Work, Education