---
title: "FACET: Multi-Agent AI Supporting Teachers in Scaling Differentiated Learning for Diverse Students"
authors:
  - "Jana Gonnermann-Müller"
  - "Jennifer Haase"
  - "Nicolas Leins"
  - "Moritz Igel"
  - "Konstantin Fackeldey"
  - "Sebastian Pokutta"
doi: "10.24963/ijcai.2026/797"
url: "https://ijcai.org/proceedings/2026/797"
pdf: "https://ijcai.org/proceedings/2026/0797.pdf"
venue: "Proceedings of the Thirty-Fifth International Joint Conference on Artificial Intelligence"
year: 2026
pages: "7165-7173"
track: "AI and Social Good"
keywords:
  - "Agent-based and Multi-agent Systems: Agent-based and Multi-agent Systems"
  - "Multidisciplinary Topics and Applications: Multidisciplinary Topics and Applications"
  - "Humans and AI: Humans and AI"
---

# FACET: Multi-Agent AI Supporting Teachers in Scaling Differentiated Learning for Diverse Students

Jana Gonnermann-Müller, Jennifer Haase, Nicolas Leins, Moritz Igel, Konstantin Fackeldey, Sebastian Pokutta

*Proceedings of the Thirty-Fifth International Joint Conference on Artificial Intelligence*, pages 7165-7173. DOI: [10.24963/ijcai.2026/797](https://doi.org/10.24963/ijcai.2026/797)

## Abstract

Classrooms are increasingly heterogeneous, with learners varying in performance, motivation, language proficiencies, and learning differences such as dyslexia and ADHD. While teachers recognize the need for differentiated instruction, growing workloads make it an ideal that is often unrealized in practice. Current AI educational tools are predominantly student-facing and performance-centric, ignoring other aspects that shape learning outcomes. 
We introduce Facet, a teacher-facing multi-agent framework that supports differentiation across motivation, performance, and learning differences. Developed with educational stakeholders from the outset, the framework coordinates four specialized agents, including learner simulation, diagnostic assessment, material generation, and evaluation within a teacher-in-the-loop design.
School principals (N = 30) shaped system requirements through participatory workshops, while in-service K–12 teachers (N = 70) evaluated material quality. Mixed-methods evaluation demonstrates strong perceived value for inclusive differentiation. Practitioners emphasized both the urgent need arising from classroom heterogeneity and the importance of maintaining pedagogical autonomy as a prerequisite for adoption. We discuss implications for future school deployment and outline partnerships for longitudinal classroom implementation.