Literature review on the effect of AI and inclusive teaching on deaf students’ STEM academic performance in the global south.
DOI:
https://doi.org/10.51168/qxzm9291Keywords:
Artificial Intelligence, Inclusive Teaching, Deaf Students, STEM Education, Higher Education, Global South, Academic PerformanceAbstract
This literature review examines the intersection of artificial intelligence technologies and inclusive teaching strategies in enhancing the academic performance of deaf students in STEM programs across higher education institutions in the Global South. Despite increasing enrollment, deaf students continue to face significant barriers in STEM disciplines, with achievement gaps, high dropout rates, and underrepresentation well-documented across Africa, Asia, and Latin America. Through rigorous analysis of 86 studies published between 2010-2024, this review synthesizes evidence on three key dimensions: AI applications, inclusive pedagogical approaches, and their integrated implementation. Findings reveal that AI-powered technologies, including automated speech recognition, sign language processing, and adaptive learning platforms, demonstrate promising impacts when contextually appropriate, with documented improvements in comprehension, engagement, and assessment outcomes. Similarly, inclusive teaching strategies incorporating Universal Design for Learning principles, visual pedagogies, and collaborative frameworks show significant effectiveness in reducing achievement gaps. The review identifies that integrated approaches combining technological solutions with pedagogical innovations produce the strongest outcomes, with average academic performance improvements of 31% compared to single-intervention approaches. However, implementation challenges persist, including infrastructure limitations, faculty preparation gaps, and resource constraints characteristic of Global South contexts. The review concludes with comprehensive recommendations addressing policy frameworks, faculty development, technological infrastructure, and ethical considerations for sustainable implementation. By examining both technological and pedagogical dimensions of accessibility, this study provides a comprehensive foundation for evidence-based practices to support deaf students in STEM higher education across resource-constrained environments.
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Copyright (c) 2026 John Ndamage, Petros Chavula, Ngonge Rweyendera, Memory Ayebare (Author)
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