This study explores the role of artificial intelligence (AI) in creating equitable learning opportunities within STEM education. By employing a systematic literature review, bibliometric analysis, and conducted a survey of 150 educators across diverse educational institutions, the research examines the effectiveness of AI-driven personalized learning tools in addressing educational disparities. The findings from the survey reveal that AI tools are more commonly used in private schools, where resources are more abundant, compared to public schools, where limited access to technology remains a barrier. The study demonstrates that AI-driven personalized learning can significantly enhance academic outcomes and student engagement in STEM fields by providing tailored instructional support that meets individual learning needs. However, the research also highlights potential challenges, including the risk of reinforcing existing biases and the digital divide, which could undermine efforts to achieve educational equity. The study concludes that while AI has the potential to democratize STEM education, its successful implementation requires careful attention to ethical considerations and equitable access to technology. The implications of this research are critical for educators, policymakers, and technology developers, providing insights into how AI can be effectively utilized to create more just and inclusive STEM learning environments.