A Systematic Review of Studies on the Role of Artificial Intelligence in Promoting Inclusive Practices in Early Childhood Education

This chapter presents a systematic review examining the role of artificial intelligence (AI) in promoting inclusive practices within early childhood education. Guided by Universal Design for Learning and the Social Model of Disability, the review explores how AI can support accessibility, participation, and personalised learning for diverse learners. Drawing on 15 empirical studies, the chapter analyses AI applications in adaptive learning, communication support, assessment, and pedagogy. Using thematic synthesis and bibliometric analysis, the review identifies key trends, opportunities, and challenges shaping the field. The findings suggest that AI can enhance inclusive learning through assistive technologies, adaptive supports, and learner-centred pedagogies. However, concerns remain regarding privacy, algorithmic bias, digital inequality, teacher preparedness, and relational learning. The chapter emphasises the importance of human-centred, ethical, and developmentally appropriate AI practices.