Reimagining Inclusive Education in the Age of AI: Applying the Five Minds Framework for Future Learning

Abstract

This study examines how a Five Minds framework can support the redesign of inclusive education in the age of artificial intelligence. Using a mixed-methods approach, the research combines quantitative survey data from 312 secondary school students and 48 teachers with qualitative interviews and classroom observations across five inclusive schools. The quantitative component measured changes in critical thinking, creativity, ethical reasoning, collaboration, and digital competence after integrating AI-supported learning tools into the curriculum over one academic term. Statistical analysis showed significant improvement across all five domains, with the largest gains observed in digital competence and collaborative problem-solving. The qualitative findings provide insight into how these changes occurred in practice. Teachers reported that AI tools enabled differentiated instruction, allowing students with diverse learning needs to engage with content at appropriate levels. Students described increased motivation and participation, particularly those who previously faced barriers in traditional classroom settings. Classroom observations confirmed more interactive and student-centred learning environments. However, challenges were also documented, including limited teacher training and concerns about equitable access to technology. The study concludes that aligning curriculum design with five core cognitive domains, supported by AI integration, can strengthen inclusive education practices. The findings highlight the importance of teacher preparedness and infrastructure to ensure equitable implementation. This research contributes empirical evidence on how structured, multidimensional learning models can respond to diversity in contemporary classrooms.