["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nArtificial Intelligence (AI) presents promising opportunities to enhance experiential learning, but successful integration faces complex obstacles that require careful navigation. This systematic review followed the PRISMA guidelines to synthesise findings from 85 peer‐reviewed studies published in Scopus‐indexed journals on the application of AI technologies in experiential higher education across diverse domains. Results indicate that AI‐based tools such as intelligent tutoring systems, immersive simulations, and virtual reality environments can increase student engagement, motivation, self‐efficacy, and learning outcomes by providing interactive platforms aligned with experiential learning principles. However, findings also highlight significant challenges in effectively leveraging AI to complement rather than replace holistic, human‐centred educational experiences. Many current AI applications lack customisation for diverse learning styles and student backgrounds. Further research is critically needed on adaptive AI systems capable of providing personalised support tailored to individual learners' needs. Substantial teacher training and curriculum redesign are essential to capitalise fully on AI capabilities while delineating appropriate teacher versus technology roles. Realising the immense but complex potential of AI in experiential learning requires nuanced approaches that attend holistically to pedagogical, technical, ethical, and change management dimensions. Further research should target flexible human‐AI collaboration supporting personalised experiential learning, rooted in adaptive systems design and ethical frameworks appropriate to educational contexts.\n"]