This systematic review synthesizes empirical evidence on the role of Artificial Intelligence (AI) in inclusive education. The review aimed to examine (1) the impact of AI technologies on learning outcomes and engagement among students with special needs, (2) barriers and enablers influencing AI adoption by educators, and (3) the role of theoretical frameworks in guiding AI-based interventions. A comprehensive search was conducted in Scopus, Web of Science, DOAJ, and Google Scholar for English-language, peer-reviewed studies published between 2020 and 2025. Sixteen (16) studies met the inclusion criteria and were appraised using the Mixed Methods Appraisal Tool (MMAT). Findings indicate that AI tools enhance personalization, accessibility, and engagement, particularly for learners with disabilities, while barriers such as infrastructure gaps and low digital literacy persist. Enablers include institutional support and teacher training, though theoretical frameworks were inconsistently applied. Limitations include the exclusion of grey literature and reliance on short-term studies. AI can advance inclusive education when integrated with ethical, pedagogical, and institutional strategies, while future research should prioritize longitudinal, theory-driven, and culturally responsive models.

This mixed-methods study aims to explore the motivation behind Chinese university students’ participation in short-term study abroad (STSA) programs. It is based on the theory of planned behavior (TPB) and self-presentation theory. Through a questionnaire survey of 525 university students, the effectiveness of the TPB framework was tested using the structural equation model (SEM). Semi-structured interviews were conducted with 28 students and thematic analyses carried out. Research findings indicate that behavioral attitudes, subjective norms, and perceived behavioral control all have a significant positive impact on intent to participate. The two most significant findings of this study are: 1) the “first overseas experience” itself is regarded as a kind of “life ritual”, constituting a powerful internal driving force; and, 2) there are significant differences in the stated motivation for “language improvement” between the questionnaire (frontstage) and the interview (backstage), reflecting the self-presentation strategies adopted by the participants. The main contribution of this study lies in demonstrating that students’ motivation is not static, but rather a complex process dynamically regulated by context and culture. This research provides practical guidance for universities in their design of STSA programs. It also demonstrates that motivation is a dynamic narrative created by context and cultural factors, challenging the singular view of motivation.