Including the excluded: AI, social intelligence, and disability inclusion for SDGs 4 and 8

Over the years, society has demonstrated varied perceptions toward individuals with impairments, often characterized by prejudice and discrimination. This has created significant barriers hindering their full integration in various life domains, notably education and employment. Persistent exclusion not only restricts opportunities for individuals with impairments to live with dignity but also delays progress toward achieving the UN's Sustainable Development Goals (SDGs). This study analyzes 136 survey responses from working-age persons with and without disabilities in Lebanon. IBM SPSS AMOS 30 was used to examine the role of technology adoption, including AI-enabled digital and assistive technologies, and institutional decision-makers' social intelligence in attaining quality education (SDG4) and decent work (SDG8). The analysis also examined the mediating roles of access to resources and community support. The findings reveal substantial disparities in access and outcomes between persons with and without disabilities. Results showed that technology adoption was positively associated with access to resources and with quality education and decent work. Furthermore, decision-makers’ social intelligence was positively associated with perceived community support, which, in turn, was associated with decent work. However, the association between community support and quality education was not statistically supported, while social intelligence remained positively associated with both outcomes. Finally, the interaction between technology adoption and social intelligence was significantly associated with quality education, but not decent work, possibly due to the interference of external factors such as the country's security and financial instability. This study offers evidence that can inform inclusive practices and policy recommendations aimed at enhancing education and employment opportunities for persons with disabilities.