Citation :

K.S Shyna, Krishnamoorthi M, Mathiyarasan M, J Krithika, Thejas Gigy Thomas, "Contextualising Artificial Intelligence in Inclusive Higher Education," International Journal of Engineering Trends and Technology (IJETT), vol. 74, no. 6, pp. 221-230, 2026. Crossref, https://doi.org/10.14445/22315381/IJETT-V74I6P116

Abstract

Artificial Intelligence (AI) is an emerging tool with the potential to transform the trajectory of inclusive higher education. How does AI perform multiple roles simultaneously to ensure meaningful inclusion in education? Answering this question is difficult, as it lacks conceptual specificity. The present study attempts to converge the fragmented information to theorise AI in the context of inclusive higher education. This work adapts a five-stage systematic literature review technique and synthesises the multifaceted roles of AI. The result points out that AI fits in the context of inclusive higher education within the parameters of its advocacy, capacity-building, and awareness-creating roles, which is a fresh perspective. A solid strategic framework can be developed, integrating this finding with the principles of Universal Design for Learning (UDL). Hence, this study offers foundational knowledge to develop complex strategic models tailored for inclusion in higher education. Researchers, institutions, and policymakers can adopt these findings to use AI as a strategic weapon to nail the complex challenges of inclusive higher education.

Keywords

Artificial Intelligence, Disability, Higher education, Inclusion, Inclusive education, Technology in education, Social sustainability.

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