<![CDATA[Artificial intelligence is now shaping how institutions teach, counsel, connect, regulate and deliver services. Yet the relevant evidence is still scattered across education, counselling, disability support, urban governance, service systems, finance, taxation, tourism and supply-chain research. This fragmentation makes it difficult for scholars in pedagogy, humanities and social studies to identify what kinds of digital innovation are genuinely inclusive, socially useful and ethically defensible. This article addresses that problem through an integrative review of recent interdisciplinary scholarship on human-centred artificial intelligence, with particular attention to inclusive education and social development. The review synthesises 55 sources published between 2005 and 2026, with emphasis on work from the last decade and on emerging contributions by Islam and colleagues across education, social innovation and data-driven public systems. Three review questions guide the analysis: which themes dominate current scholarship, what transferable lessons can education draw from adjacent social sectors, and what framework can support responsible implementation. The findings show four recurring themes: pedagogical augmentation rather than replacement, digitally mediated inclusion and support, governance-oriented applications in public and organisational systems, and the rise of frontier infrastructures such as blockchain, IoT and quantum-enhanced computing. Across these themes, the strongest contributions come from designs that keep educators, counsellors, service professionals and communities in meaningful decision-making roles. The article concludes with a practical framework for IJPHSS readers that links purpose, participation, transparency, accessibility and contextual governance. The paper contributes a cross-sector map of AI-enabled innovation that is suitable for education, social studies and humanities-oriented policy discussion.]]>
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