Rethinking Artificial Intelligence for inclusion and disability support. Trajectories and trends of italian pedagogical research
Trajectories and trends of italian pedagogical research
Parole chiave:
Artificial intelligence, Inclusive Education, Scoping Review, Educational Context, Trends in Pedagogical ResearchAbstract
The paper explores Italian pedagogical scientific literature to examine the relationship between artificial intelligence (AI), disability, and inclusion. Through a scoping review, emerging themes in the academic debate are identified, highlighting both progress and critical issues. The research focuses on articles published between 2014 and 2024 in Italian Class A journals (ANVUR, sector 11/D), selecting only open-access publications to ensure maximum accessibility. Following the Arksey and O’Malley (2005) framework, thematic and methodological trends were analyzed to answer three key questions: 1) the growth of studies on AI applied to inclusion, 2) the predominant research methods, and 3) the main areas of investigation. The analysis reveals a progressive increase in publications up to 2024 and a more mature critical debate. The findings indicate a predominance of theoretical-epistemological approaches, with limited empirical studies. Results suggest a growing openness to intelligent digital ecosystems for personalized education, with increasing attention to ethical implications but a less developed focus on disability.
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