AI for accessibility in education: a systematic review of empirical research on educators' adoption factors

Artificial intelligence (AI) holds immense potential to enhance accessibility in education, especially for students with learning disabilities. AI-powered solutions can break down barriers and create more equitable learning environments by providing AI tools such as personalized learning experiences, real-time captioning, and assistive technologies. However, the successful integration of AI in education depends on educators' adoption of these innovative technologies. This systematic literature review aims to synthesize the empirical research on the factors influencing educators' adoption of AI for accessibility in educational settings. A comprehensive search of databases was conducted between the years 2019 to 2024 which involved Scopus, Science Direct, Emerald Insight, ACM, Web of Science, and IEEE Xplore. From the initial results of 1,641 records, only 16 relevant articles in line with the study’s objective were selected. The findings showed that perceived usefulness and ease of use of AI tools, digital competence and attitudes of educators, and institutional support are the key factors. The review also uncovered barriers such as concerns over data privacy and the need for teacher training. The results provide valuable insights for researchers, policymakers, and educational leaders seeking to harness the power of AI to create more accessible and inclusive learning experiences. Recommendations for future research and practical implications are discussed to guide the responsible integration of AI in support of Sustainable Development Goal 4 which ensures quality education for all.