Intelligent Adaptive E-Learning Systems: Current Approaches, Architectures, and Applications Abbas Fadhil Aljuboori 1 and Hala Jaffar Al-Lawati 2 1 University of Information Technology and Communications, Baghdad, Iraq 2 Al Zahra College for Women, Muscat, Oman abbas.aljuboori@uoitc.edu.iq hala_allawati@zcw.edu.om Abstract: Considering the weakness of tradiJonal e-learning, a mulJple of e-learning systems aMempt to get individualizaJon into the process of learning by offering learner-centered instrucJon, the adapJve E-learning system(AES)is seen as one of the more famous models. An AES can tailor its response to different circumstances. Various types and plaTorms in E-Learning systems have been discussed and explained such as blended, adapJve, and educaJonal e-learning. Architectures, funcJons, and challenges also illustrated in details in this paper. Mostly focused on the AdapJve e-learning concept and importance for the learners. AES concentrates on adapJvely delivering learning materials. This paper discusses some studies that approved the importance of adapJon in the e-learning system in the years (2018-2023), and introduced some challenges faced by this system. Keywords: E-Learning, Blended, AdapJve, Intelligent, EducaJon 1. E-Learning: The term e-learning is a term that looks like a blending of the learning process with technology. It is well known that technology has become an integral part of many aspects of the personal and social life of everyone, including educaJon and learning. E-learning concept evolved in the early nineJes where it had a great impact in developing the educaJonal process as it provided various technologies that facilitated communicaJon, collaboraJon, resources sharing, and allowed providing educaJon bypassing Jme and place constraints. It appears from the research that there are several definiJons of e-learning. Some like Keller and Cernerud (2002 ) defined e-learning as any learning that is based on using internet or implying learning by means of digital media such. Other researchers like Longmire (2001) expend the concept of e-learning as he stated “e-Learning covers a wide set of applicaJons and processes such as computer-based learning systems, Web-based learning systems, virtual classrooms, and digital collaboraJve learning GroupWare packages. E-Learning content is mainly delivered via Internet, intranet/extranet, audiotape, and videotape; satellite broadcast, interacJve TV, DVD and CD-ROM, and the sJll to emerge wireless applicaJon protocols (WAP)”. Sangrà et al (2012) reviewed the definiJon of e-learning from literature published between 2005 and 2012 and as a result four general categories of definiJons were idenJfied: 1. Technology-driven: definiJons of this category considered the use of technology as the most important characterisJc of e-learning. 2. Delivery-system-oriented: this category focusses on the accessibility of resources 3. CommunicaJon-oriented: this includes definiJons that expect interacJon and collaboraJon as the most important part of e-learning. 4. EducaJonal-paradigm oriented this type of definiJons considers e-learning as an improvement to the exisJng educaJonal models. A. Pauline Chitra et al (2018) stated that “The term e-learning comprises a lot more than online learning, virtual learning, distributed learning, networked or web-based learning. As the leMer “e” in e-learning stands for the word “electronic”, it would incorporate all educaJonal acJviJes that are carried out by individuals or groups working online or offline, and synchronously or asynchronously via networked or standalone computers and other electronic devices”. Flora AmiJ (2020) described two types of e-learning: 1. A synchronous learning which includes the environment or a specific online plaTorm where the teacher and the students meet and communicate about a lesson. 2. Asynchronous e-learning which gives the students accessibility to the class material all the Jme and provide more flexibility in acJviJes submission. 11 Proceedings of the 22nd European Conference on e-Learning, ECEL 2023