Artificial intelligence and twice-exceptional (2e) learners in educational settings: a scoping review of an emerging evidence base (2020-2026).

Alsamiri Y

Open source

DOI: 10.3389/fpsyg.2026.1927003
Published: 2026
Container: Frontiers in psychology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1927003,
  title = {Artificial intelligence and twice-exceptional (2e) learners in educational settings: a scoping review of an emerging evidence base (2020-2026).},
  author = {Alsamiri Y},
  year = {2026},
  journal = {Frontiers in psychology},
  doi = {10.3389/fpsyg.2026.1927003},
  url = {https://doi.org/10.3389/fpsyg.2026.1927003}
}

RIS

TY  - JOUR
TI  - Artificial intelligence and twice-exceptional (2e) learners in educational settings: a scoping review of an emerging evidence base (2020-2026).
AU  - Alsamiri Y
PY  - 2026
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2026.1927003
UR  - https://doi.org/10.3389/fpsyg.2026.1927003
ER  -

APA

Y, A. (2026). Artificial intelligence and twice-exceptional (2e) learners in educational settings: a scoping review of an emerging evidence base (2020-2026).. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1927003

Source records

pubmed · retrieved 2026-11-11T01:45:39.069Z
europe-pmc · retrieved 2026-11-11T01:45:39.080Z
doaj · retrieved 2026-11-11T01:45:39.067Z