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

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.