ARTIFICIAL INTELLIGENCE BASED GUIDANCE AND COUNSELING PROGRAM FOR INCLUSIVE EDUCATION

Abstract

Inclusive education requires schools to provide equitable and individualized services for all students, including those with special needs. However, guidance and counseling services in many inclusive schools are still dominated by conventional practices such as face-to-face sessions, manual documentation, and limited technology use. These conditions often reduce accessibility, delay problem identification, and hinder personalized interventions. This study aims to design an artificial intelligence-based guidance and counseling service program to support inclusive education by identifying service needs and developing a flexible, data-driven, and student-centered model. The study used a Systematic Literature Review design. Data were collected from publications indexed in Google Scholar, Scopus, SINTA, and ERIC published between 2022 and 2026. Ten primary studies were selected based on relevance and methodological quality. Data were analyzed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses procedure and thematic synthesis. The findings show that technologies such as chatbots, adaptive learning systems, speech recognition, and natural language processing improve service accessibility, support early identification of student problems, enable personalized interventions, and increase counselors’ administrative efficiency. However, artificial intelligence cannot replace empathy, therapeutic relationships, and human judgment. Ethical issues related to privacy, data security, and algorithmic bias must also be addressed. This study offers a framework for integrating artificial intelligence as a complementary tool in counseling services while maintaining humanistic values and professional ethics in inclusive schools.