Artificial Intelligence and Inclusive Education: Speculative Futures and Emerging Practices
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
AI-driven adaptive systems can dynamically tailor learning experiences to individual needs.
“AI-driven adaptive systems can dynamically tailor learning experiences to individual needs, while VR offers immersive, multi-sensory environments that promote experiential learning.”
Cites
The Technical Fix: Education, Computers and Industry
Wilkes, J., Robins, K., & Webster, F. (1990) · British Journal of Educational Studies · doi:10.2307/3121208 · Cited by 77 · see citing works
The University of the Western Cape
Pokpas, L., Dippenaar, L., & Badsha, N. (2021) · BRILL eBooks · doi:10.1163/9789004465619_015 · Cited by 21 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Artificial intelligence and learning analytics in teacher education: A systematic review
Salas-Pilco, S., Xiao, K., & Hu, X. (2022) · Education Sciences · doi:10.3390/educsci12080569 · Cited by 326 · see citing works
Machine Learning for Human Learners: Opportunities, Issues, Tensions and Threats
Webb, M. E., Fluck, A., Magenheim, J., Malyn-Smith, J., Waters, J., Deschênes, M., & Zagami, J. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-020-09858-2 · Cited by 116 · see citing works
AccessiLearnAI: An Accessibility-First, AI-Powered E-Learning Platform for Inclusive Education
Stelea, G. A., Robu, D., & Sandu, F. (2025) · Education Sciences · doi:10.3390/educsci15091125 · Cited by 24 · see citing works
Lahza, H. F., Demartini, G., Noroozi, O., Gašević, D., Sadiq, S., & Khosravi, H. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105260 · Cited by 16 · see citing works
- Authors
- Savin‐Baden, M., Burden, D., Bhakta, R., & Mason-Robbie, V.
- Affiliations
- Beijing Normal University (CN)
- ORCID
- Maggi Savin‐Baden
- Venue
- Perspectives on Rethinking and Reforming Education
- Publisher
- Springer Singapore
- Published
- 2019
- ISSN
- 2366-1658 (ISSN-L)
- 2366-1666
- OpenAlex
- W2972712228
- Cited by
- 51
- References
- 2
- Citations by year
- 2026: 10 · 2025: 12 · 2024: 16 · 2023: 4 · 2022: 4 · 2021: 1 · 2020: 4
- FWCI
- 2.75
- Type
- book
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Perspectives on rethinking and reforming education (publishedVersion)
- Worcester Research and Publications (University of Worcester) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- artificial intelligence in education, inclusive education, future of teaching and learning, diversity in education, multicultural classrooms, linguistic diversity, emotional diversity, social diversity
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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