In the context of the digital economy, programming proficiency is an essential competency that promotes upward socio-economic mobility and expands career opportunities. However, students from socially disadvantaged backgrounds often face significant barriers to acquiring these skills, such as limited access to technology and educational resources. This study explores the impact of AI-based adaptive programming education on socially disadvantaged students' learning outcomes and engagement levels. The 122 participants in the research were divided into an experimental group (EG) that received AI-driven adaptive instruction, and a control group (CG) taught through the traditional curriculum during the 13-week experimental period. In the research, the combined pre-test/post-test assessments and self-report engagement questionnaires were used to focus on behavioural, emotional, and cognitive engagement. The findings showed that the EG demonstrated higher levels in programming knowledge and full-scale engagement across behavioural, emotional, and cognitive dimensions compared to the CG. This difference was confirmed through ANOVA, while ANCOVA, which controlled for students' socio-economic factors, further confirmed that the AI system had a positive impact on students' results regardless of their socio-economic background. Indeed, current research findings suggest that AI-based adaptive learning environments can hold a promising opportunity to narrow educational gaps, boost engagement, and contribute toward better learning outcomes for socially disadvantaged students.