A recent study reveals that university students with disabilities engage less frequently with AI tools and perceive them as less useful than their peers without disabilities, despite acknowledging their potential benefits. This research, published in Healthcare, highlights an accessibility gap as AI is increasingly touted as a solution for academic and emotional support. Based on survey data from 358 students in Spain, the findings show that students without disabilities have higher familiarity and usage rates, leading to greater perceived usefulness. Conversely, students with disabilities encounter barriers like incompatible interfaces and lack of tailored design, reducing their trust and engagement with AI. This study emphasizes the importance of inclusive design in AI systems to prevent further exclusion in educational settings. It also calls for institutional responsibility to prioritize accessibility, ensuring AI serves as an effective support tool for all students. Clear guidelines for accessible AI implementation in higher education are essential for equitable outcomes.
