Conference Program

With the rapid advancement of Generative Artificial Intelligence (GenAI), an expanding body of research has examined its impact on educational contexts. Former reviews have mapped the breadth of its applications and identified emerging trends, outlining both potentialities and challenges (Bahroun et al., 2023). Among these, a growing strand of research suggests that GenAI may also represent a significant resource for fostering inclusion processes in classroom and schools (De Mutiis et al., 2025; Lata, 2024). Research at the intersection of AI and inclusion, however, remains relatively recent and still fragmented. Some authors have, for example, analysed the impact of AI on learning outcomes and engagement among students with Special Educational Needs (SEN), the barriers encountered by educators in adopting AI-based solutions, and the ethical, pedagogical, and organisational challenges related to its implementation (Julien, 2024; Melo-López et al., 2025; Pagliara et al., 2024; Tsirantonaki & Vlachou, 2025). Overall, the literature indicates promising developments but also underscores the need for critical reflection on teacher pedagogical agency, ethical judgement, and the risk of reproducing existing inequalities. Inclusive planning constitutes a professional practice in which GenAI can meaningfully support teachers (Wang et al., 2025; Westover, 2025; Zanon et al., 2024). Planning can be understood as a complex professional competence that integrates teachers’ knowledge, skills, values, and attitudes, all of which are essential to effective and high-quality teaching (Munthe & Conway, 2017). Within inclusive education, planning is particularly demanding. It involves not only responding to the diverse social and individual learners’ characteristics and life histories but also creating learning environments that are attentive and responsive to these differences. This entails ongoing critical reflection on individual biases, assumptions, and attitudes toward diversity. At the same time, teachers are required to navigate and mediate among fragmented policies and regulatory frameworks operating at different levels (e.g., international discourses on inclusion, national inclusion policies, curriculum standards) (Demo et al., in press). In this context, AI could act as a supportive tool in addressing the cognitive, organisational, and reflective dimensions of inclusive planning, making it more sustainable for teachers (Bucchiarone et al., 2024; Moundridou et al., 2024). On this background, the present study aims to systematise recent international empirical and applied research investigating the contribution of Generative Artificial Intelligence (GenAI) to inclusive planning processes in K-12 educational setting. A systematic review was conducted following the PRISMA protocol (Page et al., 2021) to synthesise studies published between January 2023 and January 2026. The search was conducted on 23 February 2026 across three databases (ERIC, Scopus, and Web of Science) and yielded a total of 1,714 records after duplicate removal. Currently, a blind screening of these records is realised based on predefined inclusion and exclusion criteria. The analysis of the studies in the review will combine thematic and deductive approaches, drawing on existing literature to define coding categories for data extraction. The review’s findings are expected to guide the development of reflective AI-supported instructional practices that promote inclusive teaching and learning, providing practical insights for designing learning environments responsive to diverse student needs.