The inclusivity of generative AI in education

L'inclusivité de l'IA générative en éducation

Loubna Mourtajji ()
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Loubna Mourtajji: LEFMI - Laboratoire d’Économie, Finance, Management et Innovation - UR UPJV 4286 - UPJV - Université de Picardie Jules Verne

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Abstract: GAI has emerged in the field of education as a promising tool for personalization and inclusion. Often presented as a lever for democratizing knowledge and reducing inequalities, it raises tensions between technological accessibility and critical appropriation. This research examines to what extent AI can truly be considered inclusive. It shows that while AI fosters pedagogical adaptation and equal opportunities by diversifying learning pathways, but it also reproduces linguistic, cultural, and social biases inherited from its training data. The lack of codesign with vulnerable populations and the reliance on dominant models further increase the risk of a techno-cognitive divide. The study advocates for an integrated and systemic approach to inclusion to ensure that AI does not transform into a new vector of exclusion and proposes a set of indicators for assessing the degree of evaluation of an AI.

Keywords: inclusion; technical-cognitive devide; indicateurs; education; algorithmic bias; generative artificial intelligence (GAI); fracture technico-cognitive; éducation; biais algorithmiques; intelligence artificielle générative (GAI) (search for similar items in EconPapers)
Date: 2026-06-24
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Published in European Review of Service Economics and Management, 2026, 2026-1 (21), pp.117-145. ⟨10.48611/isbn.978-2-406-20692-7.p.0117⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05686055

DOI: 10.48611/isbn.978-2-406-20692-7.p.0117

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