Knowledge Resource
Research Summary: AI in inclusive education: teachers’ visions of future-oriented practices
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 18 September 2026
- Last updated
- 1 November 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
This research, based on essays from fifty Lithuanian high school teachers, explores their visions for the role of Artificial Intelligence (AI) in inclusive and future-oriented education by 2040. Teachers assessed AI's potential not only for personal efficiency and individual student needs but also for its broader social responsibilities and contribution to societal progress, emphasizing personalized learning while raising critical questions.
Why it matters
This study provides insights into the future potential of AI in education from the perspective of practitioners, highlighting critical considerations beyond mere efficiency. Understanding teacher perspectives on AI's role in fostering inclusive learning and contributing to societal progress is vital for guiding strategic technology adoption and policy development in educational systems.
Key insights
- Teachers envision the role of AI in inclusive education by 2040.
- The study focused on Lithuanian high school teachers' perspectives.
- Teachers assessed AI for personal efficiency and meeting individual student needs.
- AI's potential for broader social responsibilities and societal progress was considered.
- Visions emphasized personalized learning through AI.
- The research involved narrative analysis of fifty teacher essays.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1890925
Related intelligence and resources
Previous
Development of a data mining methodology for an analytical system supporting students’ professional development
Next
How Cooley is accelerating IPO work with ChatGPT
From memorization to meaningful learning: ADEA webinar explores critical thinking for transformative education in Africa
Knowledge Resource
ADEA drums up support for a more focused push for classroom delivery at the IBSA Quality foundational learning symposium
Knowledge Resource
Beyond the lab: ecological validation of classroom-native multimodal learning analytics in an active learning classroom
Knowledge Resource
What makes a “good” counterexample? Criteria for the comparison of counterexamples and for fostering subject matter-oriented reflections among preservice teachers
Knowledge Resource
Predictive impact of supported teaching in school practicum on pre-service teachers’ professional readiness to teach foundational literacy and numeracy
Knowledge Resource
Welcoming Tom Savage as Coursera’s New Chief Legal Officer and Secretary
Knowledge Resource
Citation
Cite the original work (APA 7)
The original source is authoritative for this citation. Cite the source publication directly — this attribution is pending verification. Open the original source.
Verification
This is an authenticated AZIZ OS resource record.
- Verification ID
- ASA-EXE-2026-00708
- Version
- v1.0 · r0
- Issued
- 18 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- AI in inclusive education: teachers’ visions of future-oriented practices
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.