Ensuring equal access to quality education is a worldwide issue, particularly for learners vulnerable to exclusion because of their ethnicity, language, religion, nationality, or disabilities. This research examines the capabilities of generative artificial intelligence (Gen AI) to close disparities in inclusive education, particularly for undergraduate students with visual disabilities in Palestine. Employing a qualitative case study method, semi-structured interviews were carried out with 21 participants to obtain detailed insights. This study addresses three key inquiries: the role of Gen AI as a supportive instrument, essential technological features that foster inclusivity, and the ways in which Gen AI enhances access and participation. Thematic analysis revealed themes of adaptability, accessibility, supportive teaching, equity, and educational quality, as well as technological features including interactivity, user-friendliness, cost-effectiveness, scalability, integration, and multimodal learning. Results suggest that Gen AI improves tailored learning, streamlines content, assists teachers, and closes the digital gap. Ethical considerations are crucial for reducing biases and promoting fairness. This research contributes to models concerning adaptive learning technologies and provides practical insights for promoting inclusive educational settings.

Title

British Journal of Visual Impairment

Publisher

Sage Journal

Publisher Country

United Kingdom

Publication Type

Prtinted only

Volume

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Year

2025

Pages

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