This phenomenological dissertation in practice explored the transformative impression of artificial intelligence (AI) on the academic achievement of historically excluded learners within post-secondary education. This research, reinforced by feedback intervention theory, systems theory, and the theory of academic optimism and student achievement was used to investigate whether AI technological tools and features can fine-tune academic writing, thereby addressing long-standing disparities in educational attainment and professional endeavors. This study used a qualitative research approach, which included a pre-qualification survey, in-depth semistructured interviews, and unmoderated interviews, to investigate the perceptions, lived experiences, and outcomes of historically excluded learners who engage with the AI-driven writing assistance technology QuillBot. The findings illuminated nuanced insights into how AI can empower learners and impact academic achievement by providing personalized feedback, enhancing writing proficiency, and promoting inclusivity in academic discourse. This study critically evaluated the ethical implications and encounters associated with optimizing AI in educational settings, aiming to inform best practices and policy recommendations for fostering equitable learning environments. This dissertation in practice contributed to advancing scholarly discourse on the intersection of AI, educational equity, and academic writing, offering practical suggestions for educators, policymakers, and stakeholders committed to enhancing educational opportunities for all learners in the digital age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]