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The role of AI agents in fostering inclusivity for HEIs’ students with special needs against backdrops of the accreditation trend
Purpose This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES). Design/methodology/approach A qualitative methodology is used in this research that is mainly based on semistructure...
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Published in: | Quality assurance in education 2024-08, Vol.32 (4), p.582-596 |
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Main Authors: | , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites |
Online Access: | Get full text |
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Summary: | Purpose
This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES).
Design/methodology/approach
A qualitative methodology is used in this research that is mainly based on semistructured interviews conducted with the top ten universities in Lebanon with deans, information technology managers, professors and administrative officers.
Findings
This paper highlights findings related to the current status of the higher education institutions (HEIs) in Lebanon vis-à-vis their accreditation and quality assurance processes in accommodating and creating a climate of inclusion for people with special needs. The results show the important role of AI agents in aiding HEI in creating such a climate of inclusion for people with special needs.
Originality/value
The study sheds light on existing gaps in the literature related to creating a climate of inclusion for people with special needs in HEI. Additionally, there is yet a lack of research that focuses on the role of AI technology in general and AI agents in particular in fostering a climate of inclusion for people with special needs within the HES. |
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ISSN: | 0968-4883 0968-4883 1758-7662 |
DOI: | 10.1108/QAE-01-2024-0010 |