Advancing Inclusive Higher Education Through Artificial Intelligence: Opportunities for Accessibility, Personalization, And Student Support

Abstract

Artificial intelligence (AI) is creating new opportunities to advance inclusive higher education by improving accessibility, personalizing learning experiences, and strengthening student support. Despite progress in inclusive education policies, students with disabilities continue to encounter barriers associated with inaccessible learning materials, inflexible teaching practices, limited assistive technologies, and insufficient institutional support. This article examines the theoretical foundations and research evidence concerning the application of AI in inclusive higher education. It adopts an integrative literature review approach to synthesize published research on AI-powered assistive technologies, adaptive learning systems, intelligent tutoring, and educational support services. Particular attention is given to three dimensions of inclusion: accessibility, personalization, and student support. Findings from existing reviews and a meta-analysis indicate that AI-based interventions have potential to improve learning outcomes and facilitate participation among students with disabilities. However, the available evidence is heterogeneous, and much of the experimental research has been conducted outside mainstream higher education. The article proposes an integrated conceptual framework connecting AI accessibility tools, personalized learning, and coordinated institutional support. It concludes that AI can contribute to more equitable higher education when implemented through human-centred, accessible, and ethically governed practices.