Resumen de Generative Artificial Intelligence and Inclusive Tutorial Support in Higher Education: Developing ChatGPT-Based Assistants for Students with Specific Educational Support Needs

Antonio Carrasco Rodríguez, Esther Heredia Oliva

• The inclusion of students with Specific Educational Support Needs (SESN) in higher education presents persistent challenges that demand innovative and sustainable pedagogical strategies. The AI-SESN project responds to this need by developing personalized tutorial assistants based on generative artificial intelligence (GPT models), aimed at enhancing inclusive academic guidance. Funded by the Redes ICE Program at the University of Alicante, the project has produced thirteen prototypes adapted to a wide range of SESN profiles, integrating scientific content and ethically configured interaction protocols. This article presents the methodological framework of the project, including its interdisciplinary design process and the internal validation system developed to assess technical functionality, pedagogical adequacy, communicative quality, and ethical safety. The paper focuses particularly on the AI-ASD-Assistant, the first prototype designed for students with Autism Spectrum Disorder. Validation results indicate a high level of reliability and suitability for inclusive tutoring contexts, with areas for improvement identified in emotional sensitivity and personalization. The discussion highlights the educational and ethical implications of applying generative AI in higher education, emphasizing the need for rigorous design principles. Future lines of work include external validation, dynamic personalization, and expansion to other educational levels. The AI-SESN project demonstrates the potential of GPT-based tools to support equitable, person-centered academic support when grounded in inclusive values and evidence-based practices.