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Literature reviews on artificial intelligence (AI) have focused on the different applications of AI in higher education, the AI techniques used, and the benefits/risks of the use of AI. One of the greatest potentials of AI is to personalize higher education to the needs of students and offer timely feedback. This could benefit students with disabilities tremendously if their needs are also considered in the development of new AI educational technologies (EdTech). However, current reviews have failed to address the perspective of students with disabilities, which prompts ethical concerns. For instance, AI could treat people with disabilities as outliers in the data and end up discriminating against them. For that reason, this systematic literature review raises the following two questions: To what extent are ethical concerns considered in articles presenting AI applications assessing students (with disabilities) in higher education? What are the potential risks of using AI that assess students with disabilities in higher education? This scoping review highlights the lack of ethical reflection on AI technologies and an absence of discussion and inclusion of people with disabilities. Moreover, it identifies eight risks associated with the use of AI EdTech for students with disabilities. The review concludes with suggestions on how to mitigate these potential risks. Specifically, it advocates for increased attention to ethics within the field, the involvement of people with disabilities in research and development, as well as careful adoption of AI EdTech in higher education.

Webinar summary on the role of the metaverse in mental healthcare. The summary addresses the potential and risk of digital tools for mental healthcare support as well as discussed the need for a right to mental integrity. The conclusion brings up considerations for future research.

Many literature reviews on artificial intelligence (AI) in higher education or in education in general have focused on the different applications of AI in this domain, the AI techniques used, and the benefits/risks of the use of AI. One of the greatest potentials of AI is to personalise higher education to the needs of students and offer timely feedback. This could benefit students with disabilities tremendously if their needs are also considered in the development of new AI educational technologies (Edtech). However, current reviews fail to address the perspective of students with disabilities. This perspective is essential because AI is likely to bring several ethical concerns for people with disabilities. For instance, AI can treat people with disabilities as outliers in the data and end up discriminating against them. For that reason, two questions were raised: To what extent are ethical concerns relevant for students with disabilities considered in articles presenting AI applications assessing students in higher education? What are the potential risks of using AI that assess students with disabilities in higher education? This extended abstract presents summarised results of a scoping review that will be published in a journal. The goal of this article is to start a discussion within the AI ethics community to raise awareness about the issues that students with disabilities may face and to collaboratively explore solutions. Results suggest that there is a lack of ethical reflection on AI technologies and an absence of discussion and inclusion of people with disabilities. Moreover, risks associated with utilising AI for students with disabilities relate to the choice of data, reliance on simplistic classification, face monitoring, and the low involvement of students.

This survey analyzes the quality of the portable document format (PDF) documents in online repositories in Switzerland, examining their accessibility for people with visual impairments. Two minimal accessibility features were analysed: the PDFs had to have tags and a hierarchical heading structure. The survey also includes interviews with the managers or heads of multiple Swiss universities' repositories to assess the general opinion and knowledge of PDF accessibility. An analysis of interviewee responses indicates an overall lack of awareness of PDF accessibility, and shows that online repositories currently have no concrete plans to address the issue. This paper concludes by presenting a set of recommendations for online repositories to improve the accessibility of their PDF documents.

Many literature reviews on artificial intelligence (AI) in higher education or in education in general have focused on the different applications of AI in this domain, the AI techniques used, and the benefits/risks of the use of AI. One of the greatest potentials of AI is to personalise higher education to the needs of students and offer timely feedback. This could benefit students with disabilities tremendously if their needs are also considered in the development of new AI educational technologies (Edtech). However, current reviews fail to address the perspective of students with disabilities. This perspective is essential because AI is likely to bring several ethical concerns for people with disabilities. For instance, AI can treat people with disabilities as outliers in the data and end up discriminating against them. For that reason, two questions were raised: To what extent are ethical concerns relevant for students with disabilities considered in articles presenting AI applications assessing students in higher education? What are the potential risks of using AI that assess students with disabilities in higher education? This extended abstract presents summarised results of a scoping review that will be published in a journal. The goal of this article is to start a discussion within the AI ethics community to raise awareness about the issues that students with disabilities may face and to collaboratively explore solutions. Results suggest that there is a lack of ethical reflection on AI technologies and an absence of discussion and inclusion of people with disabilities. Moreover, risks associated with utilising AI for students with disabilities relate to the choice of data, reliance on simplistic classification, face monitoring, and the low involvement of students.

Open Educational Resources (OERs) have been widely promoted in the higher education community in recent years. However, the accessibility of OERs for people with disabilities has received relatively little attention. This paper presents the results of interviews carried out with people at higher education institutions worldwide who are involved in the creation and implementation of OERs. The goal is to gauge the awareness of accessibility issues in OERs. This paper raises the following research questions: How much do OER creators know about accessibility? What measures are needed to ensure accessibility in OERs? Results suggest that OER creators are aware about some issues around accessibility, but they still need further training on how to solve them. OER creators lack time, skills, and awareness to create accessible OERs. Support from specialists and colleagues and hands-on trainings can help cope with these challenges.

Open Educational Resources (OERs) have been widely promoted in the higher education community in recent years. However, the accessibility of OERs for people with disabilities has received relatively little attention. This paper presents the results of interviews carried out with people at higher education institutions worldwide who are involved in the creation and implementation of OERs. The goal is to gauge the awareness of accessibility issues in OERs. This paper raises the following research questions: How much do OER creators know about accessibility? What measures are needed to ensure accessibility in OERs? Results suggest that OER creators are aware about some issues around accessibility, but they still need further training on how to solve them. OER creators lack time, skills, and awareness to create accessible OERs. Support from specialists and colleagues and hands-on trainings can help cope with these challenges.

Open Educational Resources (OERs) have been widely promoted in the higher education community in recent years. However, the accessibility of OERs for people with disabilities has received relatively little attention. This paper presents the results of interviews carried out with people at higher education institutions worldwide who are involved in the creation and implementation of OERs. The goal is to gauge the awareness of accessibility issues in OERs. This paper raises the following research questions: How much do OER creators know about accessibility? What measures are needed to ensure accessibility in OERs? Results suggest that OER creators are aware about some issues around accessibility, but they still need further training on how to solve them. OER creators lack time, skills, and awareness to create accessible OERs. Support from specialists and colleagues and hands-on trainings can help cope with these challenges.