Artificial intelligence has the potential to significantly enhance accessibility, inclusivity, and academic performance for students with disabilities. This review investigates how AI-driven assistive technologies can support students with disabilities in higher education. Using an integrative review methodology, this study synthesizes peer-reviewed research published between 2020 and 2024 to assess the impact of AI-powered assistive technologies on the academic performance, engagement, and accessibility of students with disabilities in higher education. Thematic synthesis was used to categorize and analyze the data from 27 papers, identifying five major themes: personalized learning, the benefits of AI-driven assistive technology, adoption challenges, institutional barriers, and best practices for AI implementation. The analysis identifies gaps in the current research, including the insufficient evaluation of underrepresented disabilities and the ethical considerations regarding AI usage.

Understanding teachers’ perspectives is essential for successful technology adoption as technology plays an increasingly important role in education. The aim of this study is to explore the nuanced dynamics of using natural language processing models such as ChatGPT in higher education settings. Understanding the complexity of teachers’ attitudes is crucial for the creation of supportive environments that enable them to embrace technology as a meaningful enhancement to language teaching. While chatbots have gained popularity in various fields, such as tourism and medicine, their use in the higher education sector, especially in Romanian universities, has not yet been sufficiently explored. The study consisted of a focus group with 15 teachers. This led to qualitative findings with practical implications for language teaching. The benefits of incorporating ChatGPT into language teaching, such as immediate correction, real-time practice and continuous learning, were found to have a positive impact on learning outcomes. In addition, the teachers found ChatGPT to be a valuable tool for organizing their work, providing an efficient means of managing language tasks and assessments, and contributing to a more efficient classroom process.

Countries seek to implement sustainable policies for supporting professionals working with students with an autism spectrum disorder. These policies can advance more slowly in developing states like Romania and Greece. As such, this study aimed to investigate the reported knowledge and training needs of professionals working with ASD students to inform policymakers. Using a cross-sectional design, 475 Romanian and 211 Greek specialists completed an online questionnaire on the following dimensions: diagnosis and assessment of ASD, management of behavioural problems in ASD students, communication skills, technology, teaching, and e-learning platforms. The results showed that Greek professionals have higher levels of ASD knowledge compared to Romanian respondents (M_Greece = 15.2, SD_Greece = 4.22; M_Romania = 13.7, SD_Romania = 3.88; U = 39703, p < 0.001). There is also a significant need for training on all the investigated dimensions in both countries, with greater training needs in Romania than in Greece (M_Greece = 26, SD_Greece = 2.98; M_Romania = 27.2, SD_Romania = 1.84; U = 35556, p < 0.001). Both countries reported the lowest level of knowledge in innovative teaching technologies and high training needs using an e-learning platform. The results emphasise important gaps in the educational programmes for ASD professionals.

The use of augmented reality, assistive technology (AT), and augmentative and alternative communication (AAC) offers a promising opportunity to significantly enhance the general reading abilities of students with specific learning disorders (SLDs) by providing effective learning tools. This study aimed to assess students’ learning experiences to understand the effectiveness of AT and AAC in language skills development and identify the AT tools and devices commonly used in classroom settings, with the goal of better informing practitioners. A systematic literature review was conducted across various databases, resulting in the inclusion of 22 relevant articles, focusing on multiple implications of AT and AAC. Common factors associated with the implementation of AT in teaching students with SLDs were identified, and a thematic analysis revealed recurring patterns regarding the impact of AT solutions on students with SLDs. The findings indicate notable improvements in language skills among students with SLDs, including vocabulary, spelling, orthography, phonological awareness, and reading comprehension. However, two studies reported limited effects or no effects on language skills, self-efficacy, and self-esteem. This review shows that AT and AAC effectively support language skills development and outcomes for students with SLDs. Nevertheless, given the limited number of studies and the complexity of the factors explored, these conclusions should be interpreted with caution.

The research–teaching nexus in higher education has been strongly discussed and debated, especially when it comes to developing research competence and introducing evidence-based practice into the master’s degree curricula for Educational Sciences and Engineering Sciences. Previous systematic reviews have summarised the manner in which research is taught in higher education, and revealed that there is a lack of cross-disciplinary comparative analysis in research–pedagogy in various scientific disciplines, as well as in assessing and measuring the development of research competence (RC) at the level of higher education. To provide a comprehensive picture of the RC development and of the teaching RC, a scoping review (SCR) methodology was performed. For the purpose of the present study, a total of 33 research articles were analysed to investigate RC development in Engineering and in Social Sciences. RC is regarded as a core competence in Engineering Sciences, while in Educational Sciences, it is not yet a standardised concept. Despite differences in Social and Engineering studies, the review revealed some common aspects concerning RC modelling, based on specific key skills that students are supposed to acquire at the master’s degree level. This SCR draws our attention to the complex process of RC development as a long process requiring practice and activities implemented throughout the entire higher education process, regardless of scientific field.

Background/Objectives: Public health emergencies disrupt school routines and child development, elevating psychosocial risk. The long-term influence of school-based participatory arts, particularly drama pedagogy, has not been sufficiently explored. This study examined teachers’ retrospective perceptions of the four-year effects of a large-scale, remotely delivered drama-based intervention on children’s psychosocial well-being and school community resilience. Methods: We conducted a retrospective interpretative phenomenological study with 23 primary-school teachers who implemented a seven-week, drama-based program with children aged 10–12 during a public health emergency. Semi-structured interviews were conducted four years post-implementation and analyzed following the principles of Interpretative Phenomenological Analysis, using the Community Resilience Framework as a sensitizing theoretical lens. Results: According to teachers’ retrospective accounts, participatory arts were perceived to function as a complementary public-health-oriented practice, helping maintain children’s connection to school, and were associated with strengthening trust, creativity, and solidarity, as well as supporting communication, emotional expression, adaptability, and collaborative skills. Teachers reported that stable rituals and drama-based practices appeared to foster a sense of safety amid disruption; over time, some of these practices were reported as becoming part of everyday school routines, which teachers associated with continuity and collective resilience. Conclusions: Integrating drama-based interventions into school health and psychosocial crisis-readiness may strengthen pediatric public health strategies and may help education systems to respond to future emergencies. These findings reflect teachers’ perceptions of sustained influence and suggest the perceived value of arts-based methods in developmental/behavioral support and school community resilience. By addressing emotional regulation, peer connection, and psychosocial adaptation within school settings, the intervention reflects the preventive and promotive dimensions of pediatric public health, emphasizing the school’s role as an environment that supports children’s overall mental and developmental health.