AI IN MULTILINGUAL CLASSROOMS: ENHANCING INCLUSION AND ACADEMIC SUCCESS FOR INTERNATIONAL STUDENTS IN THE POST-2020 DIGITAL EDUCATION LANDSCAPE
DOI:
https://doi.org/10.29121/shodhkosh.v7.i12s.2026.8301Keywords:
Artificial Intelligence, Multilingual Classrooms, International Students, Inclusion, Academic Success, Intersectionality, Digital EducationAbstract [English]
The rapid evolution of Artificial Intelligence (AI) in the field of education has significantly impacted the multilingual classrooms, particularly in the post-COVID-19 pandemic and the increased level of digitisation in the field of higher education. The present paper critically assesses the possibility of using AI tools for the greater inclusiveness and academic achievement of international students. The present paper is based on the Critical Race Theory (CRT), intersectionality theory, and sociotechnical system theory. The present paper also explores the limits of AI tools in the field of higher education, such as bias in AI tools, epistemological privilege, and the promotion of Eurocentric pedagogy. The mixed-methodology of the survey, with the help of the qualitative findings of the research, has proved the fact that AI tools have the potential to significantly enhance the inclusiveness and academic achievement of international students, but cannot ensure the equal outcome of the academic performance of international students. The article is a part of the new research on the possibility of developing a new form of inclusive education based on AI tools.
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Copyright (c) 2026 Dr Joydeb Patra, Dr Bikramaditya Naskar, Dr. Sthitadhi Das
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