20.500.12556/DiRROS-24468 Generative AI in Inclusive Classrooms Enhancing Social Interactions, Personalised Learning, and Metacognitive Skills Generativna umetna inteligenca v inkluzivnih razredih: spodbujanje socialne interakcije, personaliziranega učenja in metakognitivnih spretnosti In this study, the researcher conducted a systematic literature review to investigate the pioneering potential of generative artificial intelligence (GAI) tools and technologies to cater to diverse learning needs in inclusive classrooms. The research was based on social constructivist, human–machine learning collaborative learning, and metacognitive theories and was designed to address three major concerns: the social hindrances faced by students with diverse learning needs during collaborative tasks in inclusive classrooms, the inability of students with learning difficulties’ to participate equally when using GAI tools, and the potential implications of GAI tools for students struggling with metacognitive skill development. The investigation was based on a thematic analysis of 20 scholarly research articles drawn from Scopus, Web of Science, and Google Scholar following PRISMA. Commonalities in the data were identified using colour coding techniques. The results revealed that GAI tools improve communication skills by breaking down cultural and linguistic barriers, which gives neurodivergent learners equitable opportunities to participate in peer interactions. GAI tools can increase reflective thinking, encourage creative problem-solving, and aid in developing structured and planned groups within a stipulated time. GAI tools effectively reduce cognitive load, improve focus, facilitate goal-driven learning, and provide personalised assistance through adaptive scaffolding that addresses learners’ multimodal needs. These tools help in deskilling by providing scaffolding and fostering gradually increasing independence. Further research can be conducted to explore the long-term impact of GAI on students and open up new possibilities for addressing the limitations of current GAI technology in inclusive pedagogy. Namen te študije je proučiti pionirski potencial orodij in tehnologij generativne umetne inteligence (GUI) v inkluzivnih razredih z raznolikimi učenci. Raziskava temelji na teorijah socialnega konstruktivizma, teoriji sodelovanja med človekom in strojem ter metakognitivni teoriji in obravnava tri glavna vprašanja: socialne ovire med sodelovalnimi nalogami, s katerimi se soočajo učenci v inkluzivnih razredih, nezmožnost učencev z učnimi težavami, da bi enakovredno sodelovali pri uporabi orodij GUI, in potencialne posledice uporabe orodij GUI za učence z raznolikimi učnimi potrebami, ki imajo težave z razvojem metakognitivnih spretnosti. Raziskava je bila izvedena s tematsko analizo 20 znanstvenih člankov iz uglednih podatkovnih zbirk. Ugotovljene skupne značilnosti vzorca so označene z uporabo tehnik barvnega kodiranja. Rezultati kažejo, da orodja GUI izboljšujejo komunikacijske spretnosti, saj odpravljajo kulturne in jezikovne ovire, kar nevrodivergentnim učencem nudi boljše možnosti za interakcijo z vrstniki. Orodja GUI lahko izboljšajo refleksivno mišljenje, spodbujajo ustvarjalno reševanje problemov ter pomagajo pri strukturiranih in načrtovanih časovno omejenih skupinskih dejavnostih. Orodja GUI učinkovito zmanjšujejo kognitivno obremenitev in s tem izboljšujejo osredotočenost, omogočajo ciljno usmerjeno učenje in zagotavljajo prilagojeno pomoč, ki upošteva učenčeve večplastne potrebe. Ta orodja pomagajo premostiti pomanjkanje spretnosti in omogočajo postopno samostojnost. V nadaljevanju se raziskava osredotoča na dolgoročne učinke in najnovejše možnosti za odpravljanje omejitev trenutne tehnologije GUI v inkluzivni pedagogiki. inclusive classrooms students with diverse learning needs GAI tools students with learning disabilities metacognitive skills inkluzija učne težave socialna interakcija orodja GAI metakognitivne spretnosti true false true Angleški jezik Slovenski jezik Neznano 2025-12-01 09:09:25 2025-12-01 09:09:26 2025-12-03 21:57:35 0000-00-00 00:00:00 2025 0 0 str. 155-176 št. 2 Letn. 76 = 142 jun. 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-06-01 376 0038-0474 245256963 https://www.sodobna-pedagogika.net/en/articles/02-2025_generative-ai-in-inclusive-classrooms-enhancing-social-interactions-personalised-learning-and-metacognitive-skills/ 1 0e7056ca-ce8d-11f0-94a7-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=36450 RAZ_Li_Dan_2025.pdf RAZ_Li_Dan_2025.pdf 1 A58E14EAD1F2DBD16B0CF7E274940BB7 d158d9f1451a231305633f5c1a0061294942a89e43263d55a8de598338df577b 5f7dcf49-ce8d-11f0-94a7-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=36451 Zveza društev pedagoških delavcev Slovenije Sodobna pedagogika 0 0 0