The integration of artificial intelligence (AI) in education has accelerated, yet evidence on how AI chatbots support inclusive pedagogical practices remains fragmented. This study synthesizes recent literature on the contributions of AI chatbots to inclusive education, emphasizing accessibility, equity, and pedagogical adaptation. We conducted a systematic review guided by PRISMA 2020. A sensitive search in November 2025 retrieved 338 records from Scopus (n = 59) and Dimensions (n = 279). After removing duplicates (n = 13) and applying eligibility criteria (2021–2025; open access; relevance to inclusive education and AI chatbots), 11 studies were included for in-depth analysis. In parallel, bibliometric mapping was conducted using VOSviewer to describe publication trends, keyword co-occurrence, collaboration networks, and citation/co-citation structures. Findings suggest three contributions of AI chatbots to inclusive pedagogical practices: (i) personalization and instructional adaptation, where chatbots operate as intelligent tutors and scaffold learning pathways for diverse learners; (ii) functional accessibility, including speech-to-text and text-to-speech affordances that redu
📖 افتح في inklap 🔗 DOI 📮 اطلب بحثاً