Ai in Multilingual Classrooms

Enhancing Inclusion and Academic Success for International Students in the Post-2020 Digital Education Landscape

Bibliographic Data

ID19490355
AuthorsJoydeb Patra, Bikramaditya Naskar, Sthitadhi Das
Year2026
Volume7
Issue12s
Publication date2026-05-27
Open AccessYes
TypeARTICLE
VenueShodhKosh: Journal of Visual and Performing Arts (JOURNAL)
Journal identifiersISSN: 2582-7472 • E-ISSN: 2582-7472
PublisherGranthaalayah Publications and Printers (PUBLISHER • IN)
DOI10.29121/shodhkosh.v7.i12s.2026.8301
OpenAlexW7162521265
LanguageEN
References cited16

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

Higher education · International education · Intersectionality · Sociotechnical system · Artificial Intelligence in Education · Educational Innovations and Challenges · Innovations in Education and Learning Technologies

Tools

Open DOIOpen Access