This systematic review critically examines the inclusive education practices for Students of Determination (SoDs) in Higher Education Institutions (HEIs), focusing on the specific case of the United Arab Emirates (UAE). The research will demonstrate best practices, key challenges, and most researched and less researched areas. In line with the PRISMA framework and using thematic analysis, this review synthesizes the findings of 41 peer-reviewed articles that focus on instructional practices, technological solutions, staff training, and institutional support. The results suggest that, globally, higher education institutions (HEIs) are increasingly adopting inclusive education policies, and that they are finding it challenging to implement these practices effectively, especially in the UAE. Important obstacles include restricted instructor education, variable institutional processes, and accessibility limitations. In addition, the use of assistive technologies has been shown to have positive outcomes, yet it remains underused because of the infrastructure and the training of faculty and students. This paper gives evidence-based suggestions to educational institutions like colleges or universities to make them more inclusive through better-trained faculty, better institutional policies, and the incorporation of assistive technologies. Also, the findings provide UAE-specific policy implications that underscore the importance of a well-defined national framework to support SoDs. Future studies must be longitudinal in nature, involving evaluations of the extent to which the strategies exert effects on SoDs’ academic performance and social inclusion.

This article investigates the revolutionary potential of AI-powered virtual assistants in augmented reality (AR) and virtual reality (VR) environments, concentrating primarily on their impact on special needs schooling. We investigate the complex characteristics of these virtual assistants, the influential elements affecting their development and implementation, and the joint efforts of educational institutions and technology developers, using a rigorous quantitative approach. Our research also looks at strategic initiatives aimed at effectively integrating AI into educational practices, addressing critical issues including infrastructure, teacher preparedness, equitable access, and ethical considerations. Our findings highlight the promise of AI technology, emphasizing the ability of AI-powered virtual assistants to provide individualized, immersive learning experiences adapted to the different needs of students with special needs. Furthermore, we find strong relationships between these virtual assistants’ features and deployment tactics and their subsequent impact on educational achievements. This study contributes to the increasing conversation on harnessing cutting-edge technology to improve educational results for all learners by synthesizing current research and employing a strong methodological framework. Our analysis not only highlights the promise of AI in increasing student engagement and comprehension but also emphasizes the importance of tackling ethical and infrastructure concerns to enable responsible and fair adoption.

Artificial intelligence is revolutionizing learning by making individualized instruction a reality, school automation, and decision-making better informed. The adoption, however, awakens ethical, policy, and equity concerns—mainly in weaker digital infrastructures and governance models of developing economies. This research investigates the moral use of AI in learning through an exploration of how policy awareness, familiarity with AI, digital divides, ethics concerns, and data privacy impact perceptions of fairness and trust. Based on data gathered from 342 participants and statistical tests like regression, ANOVA, and chi-square, the study finds that knowledge of policies positively impacts exposure to AI, which subsequently boosts trust. Despite greater access, under-resourced institution respondents report lower trust and greater concerns about bias and data protection. Practical recommendations involve improving policy communication, promoting AI literacy, and improving infrastructure to ensure that AI serves inclusive and equitable education in line with SDG 4.

Flexible Work Arrangements (FWAs) have become focal points in today's discussion of work-life balance, employee well-being, and sustainable employment. There have been, however, isolated studies on various outcomes or types of flexibility that have not placed FWAs in the context of decent work and workforce sustainability. This study aims to fill this gap by conducting a systematic literature review of 47 studies that identifies how FWAs operate as multi-level mechanisms linking employee well-being (micro-level), retention-related outcomes (meso-level), and workforce sustainability (macro-level). This review, guided by the PRISMA framework and conducted through a structured search of both research databases (Scopus and Web of Science), combines the findings from a variety of methodological and institutional approaches. The results show that FWAs are positively related to well-being and turnover intention reduction, mainly due to increased autonomy, engagement and organisational commitment. These benefits, however, are contingent and can be compromised by work intensification, role ambiguity, unequal access and uneven implementation. From a macro perspective, FWAs play a supporting role in decent work and Sustainable Development Goal 8, when integrated into coherent organisational practices and supportive labour-governance framework. Overall, the study rethinks FWAs as conditional pathways to sustainable and inclusive employment systems and provides theoretical integration and practical implications for organisations and policymakers.