BEYOND ACADEMIC ACHIEVEMENT: UTILIZING AI-GENERATED SOCIAL NARRATIVES TO ENHANCE THE SOCIAL DIMENSION OF INCLUSIVE EDUCATION

Marina Louari

Abstract


Despite the rapid growth of Artificial Intelligence (AI) applications in education, mainstream research remains heavily skewed toward academic achievement, curriculum accessibility, and personalized instruction. Consequently, the social dimension of inclusion—specifically peer acceptance, social interaction, and a student's sense of belonging—has been systematically neglected. To address this critical gap, this conceptual paper proposes a multidimensional theoretical framework illustrating how AI-generated social narratives can function as a pedagogical mechanism to support the social inclusion of elementary school students with disabilities. Grounded in a synthesis of complementary theoretical perspectives, including the Need to Belong Theory, Social Identity Theory, Contact Theory, Narrative Transportation Theory, and Recognition Theory, the framework delineates three distinct yet interrelated pathways to social inclusion: (a) a direct pathway linking narrative-induced perspective-taking and empathy to peer acceptance, (b) an indirect pathway operating through the cultivation of a supportive and inclusive classroom climate, and (c) a symbolic pathway achieved through representation, visibility, and validation of diverse identities. Furthermore, the paper critically contrasts AI-generated narratives with traditional social stories, highlighting the transformative potential of generative AI in terms of real-time personalization, adaptive responsiveness, contextual immediacy, and student co-construction. Finally, a roadmap for future empirical and longitudinal research is outlined, focusing on the verification of the proposed pathways, ethical safeguards, and the role of human oversight. Ultimately, the framework shifts the evaluation of educational AI beyond learning outcomes toward fostering authentic belonging within inclusive school communities.

Keywords


artificial intelligence, inclusive education, social narratives

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i7.7026

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