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The role of AI agents in fostering inclusivity for HEIs’ students with special needs against backdrops of the accreditation trend

Charbel Chedrawi (Faculty of Business and Management, Universite Saint-Joseph, Beirut, Lebanon and School of Business, University of Nicosia, Nicosia, Cyprus)
Nahil Kazoun (Department of Management, School of Business, University of Nicosia, Nicosia, Cyprus)
Angelika Kokkinaki (Department of Management, School of Business, University of Nicosia, Nicosia, Cyprus)

Quality Assurance in Education

ISSN: 0968-4883

Article publication date: 14 June 2024

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Abstract

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.

Keywords

Citation

Chedrawi, C., Kazoun, N. and Kokkinaki, A. (2024), "The role of AI agents in fostering inclusivity for HEIs’ students with special needs against backdrops of the accreditation trend", Quality Assurance in Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QAE-01-2024-0010

Publisher

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Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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