Is Generative AI Truly Inclusive? A Sociotechnical Analysis in Educational Settings

By Loubna Mourtajji
English

Since 2022, generative artificial intelligence (GAI) has established itself in the field of education as a promising tool for personalization and inclusion. Presented as a lever for democratizing knowledge and reducing inequalities, it nevertheless raises tensions between technological accessibility and genuine critical appropriation. This research questions the extent to which GAI can be described as inclusive. It reveals that, while GAI promotes pedagogical adaptation and equal opportunities by diversifying learning paths, it also reproduces linguistic, cultural, and social biases linked to training data. The lack of co-design with vulnerable audiences and dependence on dominant models reinforce the risk of a techno-cognitive divide. The study calls for integrated inclusion and a systemic approach that takes into account design, data, and usage in order to prevent AI from turning a promise of inclusion into a vector of exclusion.

Go to the article on Cairn-int.info