Artificial Intelligence as a Tool for Inclusive Educational Planning: Case Studies from Residential Childcare

Abstract

Educational work in residential childcare unfolds in environments marked by instability, diverse life histories of children, and the need to balance educational aims with everyday caregiving responsibilities. Professionals in these settings must translate heterogeneous sources of information into meaningful educational and developmental activities. Institutional rules, cultural and linguistic contexts, health-related constraints, and disrupted educational trajectories often intersect in ways that require continuous interpretation and adaptation. Artificial intelligence has recently attracted attention as a tool capable of assisting educators in organising complex information and supporting the preparation of individualised activities. This qualitative study employs a multiple case study design examining practical interactions between educators and an AI-based conversational system during educational planning in residential childcare. The analysis draws on several practice-oriented cases reflecting different developmental and social contexts, including cultural diversity, gender identity sensitivity, health-related dietary restrictions, and situations involving children without significant developmental difficulties. In these cases, AI-assisted tools were used to support tasks such as language mediation, interpretation of cultural frameworks, identification of potential tensions between institutional expectations and children’s backgrounds, and the preparation of structured educational activities. The findings suggest that artificial intelligence can assist educators in synthesising contextual information and structuring pedagogical planning in demanding institutional environments. When used within clear professional and ethical boundaries, AI may strengthen the capacity of educators to respond to the diverse needs of children exposed to risks of social exclusion.