The Future of Education

The inclusion of students with disabilities in Vocational and Technical Education (VTE) faces challenges that go beyond physical barriers and encompass communication and pedagogical limitations. This research investigates the potential of Artificial Intelligence (AI) and digital technologies as strategic tools to promote accessibility at the Federal University of Santa Maria (UFSM). The research was motivated by the need to overcome the still-nascent adoption of these technologies in educational institutions, with a view to the ethical and critical training of teachers and the empowerment of students with disabilities. The central objective was to investigate and systematise innovative pedagogical practices that utilise AI technologies to personalise educational support and adapt content to students’ specific needs. Methodologically, the research adopted a mixed-methods (quantitative and qualitative) approach of an exploratory-descriptive nature. Data collection involved a population of approximately 800 students with disabilities (physical or motor, visual, hearing, intellectual, multiple, ASD (Autism Spectrum Disorder), high abilities or giftedness, fibromyalgia and similar conditions) studying at the EPT at UFSM, of whom 45 participated. In the quantitative part, as of December 2025, we characterised the initial landscape of the use of Artificial Intelligence (AI) resources and other digital technologies to promote accessibility for people with disabilities or specific educational needs in Professional and Technological Education and in Higher Education at UFSM. The data reveal low adoption and limited awareness of Artificial Intelligence (AI) tools among respondents. The majority state that they do not use, or have never heard of, specific applications for academic support, such as chatbots, literature review tools, writing assistants, tools for creating visual content and presentations, or tools for adapting teaching materials to improve accessibility. A lack of, or very low, knowledge of the subject predominates, with frequent responses indicating a lack of prior reflection on the impact of AI on accessibility. The study highlights a critical need for digital literacy and institutional support, bearing in mind that, whilst this research aligns with the Sustainable Development Goals (SDGs 4 and 10), it also reinforces the commitment to equity and social justice within the academic environment.