Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education
Artificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, and mathematics (STEM) education, particularly for students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented g...
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| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/68 |
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| author | Shalece Kohnke Tiffanie Zaugg |
| author_facet | Shalece Kohnke Tiffanie Zaugg |
| author_sort | Shalece Kohnke |
| collection | DOAJ |
| description | Artificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, and mathematics (STEM) education, particularly for students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented group by enhancing accessibility and supporting STEM practices like critical thinking, inquiry, and problem solving, as evidenced by tools like adaptive learning platforms and intelligent tutors. Results show that AI can positively influence student engagement, achievement, and motivation in STEM subjects. By aligning AI tools with Universal Design for Learning (UDL) principles, this paper highlights how AI can personalize learning, improve accessibility, and close achievement gaps in STEM content areas. Furthermore, the natural intersection of STEM principles and standards with the AI4K12 guidelines justifies the logical need for AI–STEM integration. Ethical concerns, such as algorithmic bias (e.g., unequal representation in training datasets leading to unfair assessments) and data privacy risks (e.g., potential breaches of sensitive student data), require critical attention to ensure AI systems promote equity rather than exacerbate disparities. The findings suggest that while AI presents a promising avenue for creating inclusive STEM environments, further research conducted with intentionality is needed to refine AI tools and ensure they meet the diverse needs of students with disabilities to access STEM. |
| format | Article |
| id | doaj-art-5b97d54490a14120a208cafd4c243037 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-5b97d54490a14120a208cafd4c2430372025-01-24T13:30:27ZengMDPI AGEducation Sciences2227-71022025-01-011516810.3390/educsci15010068Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM EducationShalece Kohnke0Tiffanie Zaugg1Department of Special Education, Rehabilitation, and Counseling, Auburn University, Auburn, AL 36849, USATeacher Education, University of Central Florida, Orlando, FL 32816, USAArtificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, and mathematics (STEM) education, particularly for students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented group by enhancing accessibility and supporting STEM practices like critical thinking, inquiry, and problem solving, as evidenced by tools like adaptive learning platforms and intelligent tutors. Results show that AI can positively influence student engagement, achievement, and motivation in STEM subjects. By aligning AI tools with Universal Design for Learning (UDL) principles, this paper highlights how AI can personalize learning, improve accessibility, and close achievement gaps in STEM content areas. Furthermore, the natural intersection of STEM principles and standards with the AI4K12 guidelines justifies the logical need for AI–STEM integration. Ethical concerns, such as algorithmic bias (e.g., unequal representation in training datasets leading to unfair assessments) and data privacy risks (e.g., potential breaches of sensitive student data), require critical attention to ensure AI systems promote equity rather than exacerbate disparities. The findings suggest that while AI presents a promising avenue for creating inclusive STEM environments, further research conducted with intentionality is needed to refine AI tools and ensure they meet the diverse needs of students with disabilities to access STEM.https://www.mdpi.com/2227-7102/15/1/68artificial intelligencescience, technology, engineering, and mathematics (STEM)disabilities |
| spellingShingle | Shalece Kohnke Tiffanie Zaugg Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education Education Sciences artificial intelligence science, technology, engineering, and mathematics (STEM) disabilities |
| title | Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education |
| title_full | Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education |
| title_fullStr | Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education |
| title_full_unstemmed | Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education |
| title_short | Artificial Intelligence: An Untapped Opportunity for Equity and Access in STEM Education |
| title_sort | artificial intelligence an untapped opportunity for equity and access in stem education |
| topic | artificial intelligence science, technology, engineering, and mathematics (STEM) disabilities |
| url | https://www.mdpi.com/2227-7102/15/1/68 |
| work_keys_str_mv | AT shalecekohnke artificialintelligenceanuntappedopportunityforequityandaccessinstemeducation AT tiffaniezaugg artificialintelligenceanuntappedopportunityforequityandaccessinstemeducation |