Artificial intelligence for individuals with disabilities in higher education institutions: a systematic review

Abstract

<p>With the growing integration of artificial intelligence (AI) in education, its <br />potential to support students with disabilities in higher education remains <br />significant but underexplored. This systematic review synthesizes existing <br />literature on AI's effectiveness, barriers, and implications for inclusive <br />education. Using the sample, phenomenon of interest, design, evaluation, <br />and research type (SPIDER) framework, studies published between 2013 <br />and 2024 were identified through a systematic search in databases such as <br />PubMed, Scopus, Embase, Cochrane Library, and Google Scholar. Eighteen <br />studies met the inclusion criteria, focusing on higher education settings and <br />students with disabilities. The findings emphasize AI's role in enhancing <br />accessibility, personalizing learning experiences, and fostering <br />inclusiveness. However, persistent challenges include technological barriers, <br />ethical concerns, and insufficient training. While AI holds transformative <br />potential to support students with disabilities in higher education, addressing <br />infrastructure gaps and ethical and training deficiencies is crucial for <br />sustainable implementation and equitable learning environments.</p>

Ähnliche Arbeiten