Equitable access to quality education remains a pressing challenge, particularly for learners with disabilities who are often excluded from mainstream opportunities. This study explores the potential of Generative Artificial Intelligence (GenAI) to advance inclusive education for undergraduate students with visual impairments in Palestine. Adopting a qualitative case study approach, semi-structured interviews were conducted with 21 participants to capture their lived experiences of using GenAI in learning contexts. Thematic analysis revealed that GenAI facilitates personalized adaptation, inclusive access, teacher augmentation, educational parity, and lifelong learning. Key technological attributes—interactivity, user-friendliness, affordability, multimodality, integration, and scalability—were identified as central to accessibility in low-resource contexts. Participants also highlighted GenAI’s role in fostering equity, responsible use, digital fairness, and cross-border collaboration, broadening inclusion to encompass cultural and social participation. The findings extend adaptive learning theories by emphasizing modality flexibility and immediacy; enhance technology acceptance models by showing the interdependence of usability, affordability, and accessibility; and enrich digital equity discourse by framing inclusion as both infrastructural and cultural. The study contributes to Sustainable Development Goal 4 (SDG 4) by offering practical insights for ethical and equitable GenAI integration in education.
Khlaif et al. (Sun,) studied this question.