THEME: Artificial Intelligence as a Transformative Force in Fostering Inclusive Digital Pedagogy
Guest editor
Prof. MW Lumadi, College of Education, School of Teacher Education, University of South Africa, Lumadmw@unisa.ac.za
Dr. NI Mabidi, College of Human Sciences, School of Arts, University of South Africa, Mabidni@unisa.ac.za
Background
The International Journal of Studies in Inclusive Education (IJSIE) is a peer-reviewed journal, published by the Global Association of Educational and Research in Psychology (GAERPSY). It is indexed in the DOAJ and listed on accredited journals, as well as in the Department of Higher Education and Training (DHET) in South Africa, Sabinet, and African Journals Online (AJOL).
Overview
The International Journal of Studies in Inclusive Education invites submissions for a forthcoming special issue focused on Artificial Intelligence (AI) as a Transformative Force in Fostering Inclusive Digital Pedagogy. As educational systems worldwide increasingly integrate digital technologies, artificial intelligence has emerged as a transformative force with the potential to enhance accessibility, personalize learning, and reduce barriers for diverse learners.
This special issue seeks to critically examine how AI-driven tools and systems can support inclusive education across varied contexts, while also addressing ethical, cultural, and structural considerations. We welcome interdisciplinary perspectives that explore both the opportunities and challenges associated with AI in inclusive educational settings.
Scope and Rationale
Inclusive education emphasizes equitable access, participation, and achievement for all learners, including those with disabilities, diverse linguistic and cultural backgrounds, and varying socioeconomic circumstances. AI technologies, such as adaptive learning systems, intelligent tutoring systems, speech recognition, predictive analytics, generative AI tools, and assistive technologies, offer new possibilities for differentiated instruction, accessibility, and learner engagement (Holmes et al., 2019; Luckin et al., 2016).
At the same time, concerns about algorithmic bias, digital inequity, data privacy, teacher preparedness, and systemic disparities must be addressed to ensure that AI advances rather than undermines inclusive principles.
This special issue aims to foster scholarly dialogue on how AI can be designed, implemented, and evaluated to support inclusive digital pedagogy meaningfully (Zawacki-Richter et al., 2019; UNESCO, 2021).
Suggested Topics (but not limited to)
- AI-driven personalization and differentiated instruction for diverse learners
- AI applications supporting students with disabilities (e.g., assistive technologies, accessibility tools)
- Addressing language diversity through AI in multilingual classrooms
- Reducing socioeconomic barriers through AI-enabled digital learning
- Ethical considerations: bias, fairness, transparency, and accountability in AI systems
- Marketing, Media, and Communication in the AI context
- Teacher education and professional development for AI-supported inclusive pedagogy
- Culturally responsive AI in education
- Student perceptions and psychological impacts of AI-supported learning
- Policy implications and governance frameworks for inclusive AI in education
- Case studies and empirical research on AI implementation in inclusive settings
- Evaluation frameworks for inclusive AI technologies
Both empirical and theoretical contributions are encouraged, including quantitative, qualitative, mixed-methods, conceptual, and review studies.
Submission Guidelines
Manuscripts should align with the aims and scope of the International Journal of Studies in Inclusive Education and follow the journal’s submission guidelines. All submissions will undergo rigorous peer review.
Authors are encouraged to articulate clearly:
- The inclusive education context addressed
- The role and function of AI technologies are examined
- Implications for practice, policy, and/or theory
- Ethical considerations relevant to AI implementation
Types of submissions invited
Specify the types of manuscripts that are welcome.
- Empirical research articles
- Theoretical or conceptual papers
- Systematic or scoping reviews
- Policy analyses
- Practitioner-focused studies
- Critical perspectives and reflective essays
Methodological approaches
We welcome diverse methodologies, including:
- Qualitative, quantitative, and mixed methods
- Participatory and community-based research
- Comparative and cross-national studies
- Critical, feminist, decolonial, and rights-based approaches
Submission guidelines
Please take a look at the journal standards, including.
- Word length (7500 to 8000 words including references)
- Reference style (APA 7th edition)
- Originality requirement
- Peer-review process
Manuscripts must follow the journal’s author guidelines and will undergo double-masked peer review.
Submission Process
This special issue will be of interest to:
- Researchers and scholars
- Policymakers
- Teacher educators
- Practitioners and school leaders
- NGOs and advocacy organisations
Important dates
- Interested authors should submit an initial abstract (250-350 words): 25 March 2026
- Contributing author(s) will then be notified about the selection of abstracts and invited to submit a full manuscript: 05 April 2026
- The first draft of the full manuscript: 15 May 2026
- Feedback from the first round of reviewers: 15 June 2026
- The revised manuscript is submitted: 30 June 2026
- Feedback from IJSPSY associate editors and editor-in-chief: 10 July 2026
- Submission of the final manuscript. 30 July 2026
- Publication of a successfully reviewed manuscript: 30 August 2026
All manuscripts must be submitted to SUBMIT ARTICLE, or Prof. M. W. Lumadi (Lumadmw@unisa.ac.za) and Dr. N. I. Mabidi (Mabidni@unisa.ac.za), and a copy to Editor-ijsie@gaerpsy.com