Education System based on Pre- Training with Extracted Gap-Sentences for Abstractive Summarization Sequence-to-Sequence and Bidirectional Auto-Regressive Transformers

In present scenario, the traditional education system has criticized for its one-size-fits-all approach, failing to provide to individual students' needs. The advent of technology has brought about opportunities to revolutionize education that aims to investigate the feasibility of developing an education system by addressing the existing challenges that overreliance on technology, inadequate teacher training, unequal access to digital resources existing inequalities and academic challenges. To overcome those drawbacks, this paper proposed a robust educational system by harnessing effective methods. Initially, preprocessing techniques like tokenization, stop word removal, stemming, and lemmatization are applied to the data. The processed data is then fed into the Extended Technology Acceptance Model (ETAM), which extracts optimal attributes like academic performance and grades. Leveraging these extracted parameters to an education system for developing advanced text generation models, Pre-Training with Extracted Gap-Sentences for Abstractive Summarization Sequence- To-Sequence (PEGASUS) and Bidirectional and Auto-Regressive Transformers (BART). This proposed model enables the generation of high-quality educational content, facilitating personalized learning experiences by combining these cutting-edge techniques. The performance of proposed model Pegasus-BART evaluated with the various metrics such accuracy with value of (96.56%), Precision is (94.63%), Recall is (96.04%), and F1 score is (95.77%) respectively.

I. Introduction

Education system has undergone dynamical transformation in its whole history and played crucial role in the domain of education. In olden days, the education focused on important skills like writing, mathematics and reading whereas in Middle Ages it was controlled by the different institutions of education [1]. The Renaissance marked a significant shift towards humanism in education, and by the 19th century, emergence of laws for compulsory education were imposed. During the time of difficulty faced during COVID-19 had revolutionized the complete education system as it had made everybody suffer for teaching and learning. The unpredictable quarantines and lockdowns led to mitigating the pandemic effect forcing for adjusting priorities and lifestyles for different people [2]. These modifications were also made in the field of education impacting for online conduction of classes rather than face-to-face physical interaction [3]. The education system was not possible without problems that undermined its quality, availability and relevance today [4]. Poor access to education facilities, regions especially rural or backward entities, was a big issue having large populations of school children unable to perform well due to lack of infrastructure and other resources. Further, the system suffered from structural asymmetries where poor children were less well educated compared to their wealthy corresponding people due to their poorer accessing to technology and extra- curricular activities [5]. Additionally, existing educational programs did not encounter present-day necessities because most educational institutions stressed on repetition learning which did not troubled their students with the requirement of critical and analytic thinking or the gaining technical skills required for surviving in present atmosphere.