ARTIFICIAL INTELLIGENCE AS A PEDAGOGICAL MEDIATION IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

Artificial intelligence (AI) emerges as an innovative resource, capable of enhancing pedagogical practices and promoting educational inclusion. This study analyzed how AI functions as a pedagogical mediation tool in the context of inclusive education, considering learning personalization, support for the educational process, and the challenges faced by teachers and institutions. It is an integrative literature review conducted between November and December 2025, with a qualitative approach and an exploratory-descriptive nature. A total of 21 articles from national and international databases, including SciELO, ERIC, and CAPES Journal Portal, were selected, addressing the use of intelligent technologies to promote inclusive pedagogical practices. The results show that AI contributes to the adaptation of content to students’ individual needs, increases engagement, autonomy, and protagonism, while reducing teachers’ administrative workload. It was observed that the effectiveness of implementation depends on continuous teacher training and adequate infrastructure. Despite ethical and technological challenges, the studies converge on AI’s potential to strengthen inclusive practices, complement pedagogical strategies, and promote educational equity. The study emphasizes the importance of teacher training, continuous evaluation of digital tools, and the adoption of educational policies that encourage responsible use of AI, pointing to future research directions on long-term impacts, comparative analyses across educational contexts, and technological solutions adapted to diversity.