INCLUSIVE TECHNOLOGIES IN ENGLISH LANGUAGE TEACHING: DIGITAL TOOLS AND ARTIFICIAL INTELLIGENCE

The increasing digitalization of higher education highlights the importance of integrating Artificial Intelligence (AI) into inclusive foreign language teaching. This study investigates the impact of digital and AI-based tools on the English language learning outcomes of students with special educational needs. An inclusive model was developed and tested, combining adaptive learning platforms, voice assistants, exercise generators based on large language models (LLMs), and automated progress-monitoring systems. A mixed-methods approach was applied, incorporating quantitative testing (t-test, Cohen's d), student surveys, and qualitative analysis of teachers' feedback. Results demonstrated statistically significant differences between the experimental and control groups: students who used AI-supported tools showed higher competence across language skills, as well as improved motivation and engagement. The findings confirm the potential of AI-enhanced approaches to reduce learning barriers and promote active participation in inclusive educational environments. The study contributes to the theoretical framework of digital inclusion and offers a scalable model for implementation in various higher education contexts.