Artificial Intelligence in Education, Multilingualism, and Inclusion: Policy and Pedagogical Frameworks for Diaspora Students

This paper critically examines the role of Artificial Intelligence (AI) in education, emphasizing the transition from technological innovation to the pedagogical inclusion of diaspora students. Drawing on recent international and European literature, it analyzes the ethical, policy, and pedagogical dimensions of integrating AI into education systems and argues that technology does not operate as neutral infrastructure, but as a socially and culturally situated mechanism. Particular attention is paid to the “equity paradox”: AI applications designed to promote inclusion may reproduce existing inequalities through algorithmic bias, monolingual norms, and data-centric models of learning. The analysis focuses on diaspora learners whose linguistic heterogeneity, discontinuous educational trajectories, and complex identities are often insufficiently represented in AI-supported learning environments. It also reviews European AI governance in education and identifies a gap between the rhetoric of equality and institutional implementation at the national level. The paper argues that pedagogically meaningful AI requires human-centered design, critical digital and algorithmic literacy, and the active participation of teachers and diaspora communities. It concludes that AI can contribute to educational justice only when embedded in an intercultural pedagogy and a robust framework of social accountability.