Adaptive Educational Narrative Generation: An Artificial Intelligence Framework for Personalised Scientific Storytelling

This article introduces Adaptive Educational Narrative Generation (AENG), a comprehensive framework for the AI-assisted generation, validation, personalisation, governance, and continuous improvement of educational fiction. Building upon the preceding Narrative Cognition Research Programme, this paper proposes that educational stories should no longer be regarded as static instructional resources. Instead, they should become adaptive pedagogical systems capable of responding to learner needs while maintaining scientific integrity, curriculum alignment, developmental appropriateness, and transparent human oversight. The framework integrates educational psychology, systems thinking, narrative cognition, artificial intelligence, curriculum theory, learning sciences, and educational publishing into a unified methodology for producing educationally accountable narrative content. The article introduces six original theoretical constructs: Adaptive Educational Narrative Generation (AENG) Pedagogical Narrative State Learner Misconception Profile Educational Narrative Digital Twin Learning Objective Preservation Narrative Version Lineage Using the RSQS framework (Relevance, Sufficiency, Quality, Structure), the paper proposes a twelve-stage adaptive generation workflow beginning with curriculum objectives and learner modelling and concluding with classroom analytics, teacher feedback, and iterative narrative improvement. The framework positions artificial intelligence as an assistive educational design system operating under explicit human governance. AI supports narrative generation, misconception analysis, curriculum mapping, scientific validation, readability adaptation, and educational quality assurance, while educators retain authority over instructional intent, ethical judgement, cultural context, and publication decisions. Adaptive Educational Narrative Generation provides a scalable methodology for future educational publishing, personalised learning systems, curriculum-aligned AI tutors, multilingual educational content, accessibility adaptation, and evidence-informed instructional storytelling. This publication forms Part VI of the Narrative Cognition Research Programme.