Abstract
<jats:p>The perceptions of university educators and students about the implementation of Adaptive Learning Systems (ALS) driven by artificial intelligence (AI) and integrated into Learning Management Systems (LMS) in higher education. The purpose of this chapter is to analyze empirical evidence published between 2020 and 2025 to identify key trends, facilitators, barriers, and perceived effects associated with the use of ALS in digital learning environments. The authors conducted a scoping review following the PRISMA-ScR framework, analyzing 12 studies selected from Web of Science, Scopus, and ProQuest. The findings reveal generally positive perceptions of ALS, particularly about learning personalization, automated feedback, and student engagement. However, significant challenges were also identified, including technical limitations, digital competency gaps, ethical concerns, and organizational resistance. This chapter highlights the significance of user perceptions in shaping the inclusive, sustainable, and pedagogically effective adoption of adaptive technologies.</jats:p>