The role of GPT in promoting inclusive higher education for people with various learning disabilities: a review
The generative pre-trained transformer (GPT) is a notable breakthrough in the field of artificial intelligence, as it empowers machines to effectively comprehend and engage in interactions with humans. The GPT exhibits the capacity to enhance inclusivity and accessibility for students with learning...
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| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
PeerJ Inc.
2025-02-01
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| Series: | PeerJ Computer Science |
| Subjects: | |
| Online Access: | https://peerj.com/articles/cs-2400.pdf |
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| Summary: | The generative pre-trained transformer (GPT) is a notable breakthrough in the field of artificial intelligence, as it empowers machines to effectively comprehend and engage in interactions with humans. The GPT exhibits the capacity to enhance inclusivity and accessibility for students with learning disabilities in the context of higher education, hence potentially facilitating substantial advancements in the field. GPT can provide personalized and diverse solutions that successfully cater to the distinct requirements of students with learning disabilities. This motivated us to conduct an extensive review to assess the effectiveness of GPT in enhancing accessibility and inclusivity in higher education for students with learning disabilities. This review offers a comprehensive analysis of the GPT and its significance for enhancing inclusivity in the field of higher education. In this research, we also examined the possible challenges and constraints associated with the integration of GPT into inclusive higher education, along with potential solutions. Overall, this review is intended for educators, students with and without learning disabilities, policymakers, higher education institutes, researchers, and educational technology developers. This review aims to provide a comprehensive understanding of GPT in promoting inclusive higher education for people with various learning disabilities, its impacts on inclusive higher education, emerging challenges, and potential solutions. |
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| ISSN: | 2376-5992 |