ARTIFICIAL INTELLIGENCE AS A PEDAGOGICAL SUPPORT TOOL FOR STUDENTS WITH COGNITIVE BARRIERS: A LITERATURE REVIEW OF PEDAGOGICAL APPLICATIONS AND OUTCOMES (2021–2026)
DOI:
https://doi.org/10.56219/trascendere.v1i7.5377Keywords:
artificial intelligence, inclusive education, cognitive barriers, pedagogical supportAbstract
This article analyzes the scientific literature published between 2021 and 2026 on the use of artificial intelligence as a pedagogical support tool for students with cognitive barriers, with emphasis on its educational applications and the outcomes reported across different learning contexts. A qualitative bibliographic review was carried out to identify trends, contributions, field of action, and barriers when incorporating smart technology into the inclusive education process. The results indicate that the application of artificial intelligence facilitates early identification of learning difficulties, individualisation of content, adaptation of teaching strategies, and increases access through use of adaptive systems, machine learning, assistive technologies and multisensory resources. Moreover, the studies reviewed suggest that the effectiveness of artificial intelligence is linked to the coordination of pedagogical, ethical and institutional criteria, as well as adequate training for teachers and technological conditions for implementation. Limitations include; Access and technological gaps, insufficient longitudinal evaluation, and need for clear regulatory frameworks. As a whole, the studies reviewed indicate that the use of these types of tools provides more opportunities for participation and retention in school; however, their actual effect is contingent on the educational context, human support, and ongoing inclusive policy. Artificial intelligence is therefore understood as a pedagogical mediation with strong potential to strengthen inclusive education when its use is guided by principles of equity, relevance, and attention to cognitive diversity.
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