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Artificial intelligence in inclusive education: a bibliometric analysis of trends, opportunities and ethical challenges

2026Artigo científico Acesso aberto
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datacite.subject.fosCiências Sociais::Ciências da Educação
datacite.subject.sdg04:Educação de Qualidade
datacite.subject.sdg10:Reduzir as Desigualdades
dc.contributor.authorCardim, Sofia
dc.contributor.authorFernandes, Ana
dc.date.accessioned2026-06-30T10:56:10Z
dc.date.available2026-06-30T10:56:10Z
dc.date.issued2026
dc.description.abstractThis study explores the multifaceted role of artificial intelligence (AI) in inclusive education, focusing on identifying global research trends, thematic structures, and emerging technological challenges. As AI tools and generative algorithms become increasingly embedded within contemporary educational contexts, a comprehensive understanding of their implications for classroom inclusion, accessibility, and systemic equity has become essential for sustainable development. The study adopts a rigorous bibliometric research design, analyzing 426 peer-reviewed documents indexed in the Scopus database to systematically map the field's intellectual and conceptual architecture over time. Utilizing VOSviewer for advanced keyword co-occurrence and network density visualization analysis, the research delineates five dominant thematic clusters: AI computational frameworks, adaptive pedagogical practices, learner diversity in special education, system accessibility and digital equity, and educational technology infrastructure. The empirical findings reveal a significant, accelerated convergence between technological innovation and inclusive pedagogy, specifically within personalized learning paradigms and assistive interface design. However, the synthesized literature concurrently underscores severe ethical anxieties, notably algorithmic bias, data privacy vulnerabilities, and the reinforcement of the digital divide. The study contributes to academic literature by providing a theoretically grounded, structured mapping of current scholarship and establishing distinct future research directions. It offers critical, evidence-based insights for educators and policymakers aiming to responsibly leverage AI to foster truly equitable, responsive, and transformative learning environments.por
dc.identifier.citationCardim, Sofia; Fernandes, Ana (2026). Artificial intelligence in inclusive education: a bibliometric analysis of trends, opportunities and ethical challenges. Education in the 21st Century. 8:1, p. 129–140. DOI: 10.46991/8.i1.129
dc.identifier.doi10.46991/8.i1.129
dc.identifier.issn2579-2792
dc.identifier.urihttp://hdl.handle.net/10198/36957
dc.language.isoeng
dc.peerreviewedyes
dc.publisherYerevan State University Publishing House (YSU Press)
dc.relation.hasversionhttps://doi.org/10.46991/educ-21st-century.v8.i1.129
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectArtificial Intelligence
dc.subjectInclusive Education
dc.subjectAccessibility
dc.subjectEducational Equity
dc.subjectPersonalized Learning
dc.subjectAssistive Technologies
dc.titleArtificial intelligence in inclusive education: a bibliometric analysis of trends, opportunities and ethical challengespor
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage140
oaire.citation.issue1
oaire.citation.startPage129
oaire.citation.titleEducation in the 21st Century / Образование в 21-ом веке
oaire.citation.volume8
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameCardim
person.givenNameSofia
person.identifier.ciencia-id671A-C409-26B3
person.identifier.orcid0000-0002-7506-5111
person.identifier.ridHPG-9403-2023
person.identifier.scopus-author-id57202945821
relation.isAuthorOfPublicationcd103df1-5eae-40c0-8560-15f035949f95
relation.isAuthorOfPublication.latestForDiscoverycd103df1-5eae-40c0-8560-15f035949f95

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