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All Journal Ulil Albab PESHUM
Deny Gunawan Susandi
Universitas Tama Jagakarsa
Religion Humanities Economics, Econometrics & Finance Education Social Sciences

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Artificial Intelligence for Inclusive Language Education: Bridging English and Indonesian Language Pedagogy in Higher Education Deny Gunawan Susandi; Mohamad Irvan Septiar Musti; Murtini Murtini; Erma Damayanti; Nur Adi Setyo
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 3: April 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i3.15812

Abstract

Inclusive education within the framework of Education for All requires pedagogical innovation that responds to diverse learner needs, including linguistic diversity, socio-economic disparities, varied proficiency levels, and digital access differences. In multilingual higher education contexts, English and Indonesian language programs face challenges in designing equitable and adaptive instruction. This qualitative interpretive study investigates how Artificial Intelligence (AI) can bridge English and Indonesian language pedagogy to support inclusive practices in university classrooms. Data were generated through semi-structured interviews, focus group discussions, and document analysis involving lecturers from both departments, and analyzed using reflexive thematic analysis. Findings indicate that AI is perceived as a pedagogical augmentation tool that can scaffold academic literacy, support differentiated instruction, and expand multilingual participation when aligned with inclusive design principles. However, participants also raised concerns regarding digital divides, algorithmic bias, and ethical governance. The study proposes an equity-driven conceptual framework positioning human-AI collaboration as a mediational strategy for inclusive language education in higher education.
Redefining Inclusive Learning in the Age of AI: A Qualitative Study of University Lecturers’ Perspectives Artipah Artipah; Erma Damayanti; Ditta Mustika Rakhmawati; Deny Gunawan Susandi
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 5 No. 4: Maret 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v5i4.14617

Abstract

The growing integration of artificial intelligence (AI) in higher education has reshaped teaching and learning practices, yet its implications for inclusive learning remain underexplored. This study investigates how university lecturers conceptualize and enact inclusive learning within AI-mediated educational contexts. Employing a qualitative interpretive approach, data were collected through semi-structured interviews and reflective accounts from lecturers in English education and mathematics with experience using AI in teaching. Data were analyzed using reflexive thematic analysis to identify recurring patterns across participants’ perspectives. The findings indicate that inclusion is understood not merely as accommodation but as a pedagogical commitment to access, participation, and meaningful learning. Three interrelated themes emerged: the reframing of inclusion in AI-supported learning, the dual role of AI as both an enabler and a constraint, and the central role of lecturers as pedagogical and ethical mediators. The study reveals that AI does not inherently promote inclusivity; rather, its educational impact depends on how it is interpreted and enacted by lecturers. This study proposes an AI-Mediated Inclusive Learning Framework, emphasizing that inclusive learning in the age of AI is a pedagogical and ethical achievement rather than a technological outcome.
Co-Authors Artipah Artipah Ditta Mustika Rakhmawati Erma Damayanti Erma Damayanti Mohamad Irvan Septiar Musti Murtini Murtini Nur Adi Setyo