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    Inclusive higher education for students with special educational needs: review of advances, challenges, and future directions
    (2026)
    Esparza Yánez, Wilmer  
    ;
    Lorenzo Hidalgo, Alejandro Ernesto  
    ;
    Camaño Carball, Lilian  
    ;
    Israel Vinueza-Fernández
    ;
    García Pérez, Dianet  
    Inclusive education (IE) in Higher Education (HE) has become a global priority, driven by the mandate of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). However, the implementation remains uneven, characterized by fragmented institutional responses and conceptual ambiguities. This article presents an international, critical narrative review of the advances and persistent challenges concerning IE for Students with Special Educational Needs (SEN) and Students with Disabilities (SWDs). A narrative review was conducted on international peer-reviewed literature and policy documents published mainly between 2015 and 2025. The analysis is critically structured around six dimensions: (1) conceptualizations of SEN and disability; (2) characteristics and academic trajectories of SWDs; (3) institutional and pedagogical models; (4) the use of digital and assistive technologies; (5) legislative and policy frameworks; and (6) the economic and financial costs associated with inclusion. The review confirms a necessary paradigm shift from the reactive Medical Model to the proactive, Rights-Based Model. Universal Design for Learning (UDL) and innovative, student-centered pedagogies are crucial tools for systemic change, supported by the transformative potential of emerging technologies like AI and Virtual Reality for personalization. Despite these advances, a critical gap persists between policy and practice. Major challenges include the persistent lack of faculty readiness to implement UDL effectively, fragmented policy management, and inadequate financial models that treat inclusion as a cost rather than an investment. Achieving genuine equity in HE requires moving beyond minimal legal compliance toward an integrated, systemic commitment. Future research must focus on longitudinal studies measuring the impact of UDL on retention, efficacy of faculty training, and developing robust, bifurcated financial models. The ultimate success hinges on redesigning the educational environment—pedagogically, technologically, and financially—to establish diversity as the institutional norm.
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    Influence of Artificial Intelligence in the Academic Field Within the Context of Higher Education in Ecuador
    (2026)
    Javier Guaña-Moya
    ;
    Yamileth Arteaga-Alcívar
    ;
    Diego Yánez Flores
    ;
    Luis Enrique David Tenorio
    ;
    David Ramos Galarza
    The impact of artificial intelligence (AI) in the academic field and its integration in higher education in Ecuador constitutes an increasingly relevant topic. AI has seen notable advances in various spheres, ranging from agriculture and manufacturing to medicine and education. These technological progresses are generating a growing demand for professionals specialized in AI, causing a substantial transformation in the dynamics of teaching and learning. However, this technological revolution poses significant challenges in social, economic, ethical, and legal terms, which demand reflection and discussion at a global level. The influence of AI in higher education in Ecuador has generated considerable transformation by improving the accessibility and personalization of learning. The automation of administrative tasks and the implementation of AI based recommendation systems have optimized academic efficiency. The introduction of novel assessment methods, such as automatic correction, has streamlined feedback. Despite these benefits, the implementation of AI presents challenges, such as the need for teacher training and ensuring equity in access. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.
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