Artificial Intelligence, Inclusive Language, and Sex-Gender Diversity in Higher Education: A Mixed-Methods Study in Spanish Universities

Abstract

The accelerated incorporation of Artificial Intelligence (AI) into higher education is profoundly transforming institutional communication, pedagogical interaction, and digital learning environments. However, despite the growing implementation of AI-mediated educational systems, limited research has critically examined their implications for sex-gender diversity and inclusive language within university contexts. This article analyzes the relationship between inclusive pedagogies, institutional communication, and AI-mediated educational environments through a convergent mixed-methods study conducted across five Spanish public universities. Quantitative data were collected from 1,050 university students and 199 faculty members enrolled in Education-related programs, while qualitative data derived from semi-structured interviews, focus groups, and documentary analysis of 1,334 teaching guides. Statistical analyses revealed significant differences associated with gender identity, ideological orientation, previous diversity training, and institutional context regarding knowledge, perceptions, self-efficacy, and attitudes toward sex-gender diversity. Qualitative findings identified persistent forms of institutional invisibility, exclusionary linguistic practices, and concerns regarding the reproduction of binary norms through digital educational systems and AI-mediated communication. The article argues that the ethical implementation of AI within higher education requires critical digital literacy frameworks grounded in queer pedagogy, intersectionality, and democratic educational principles. Inclusive language is conceptualized not merely as a symbolic issue but as a central condition for institutional recognition, educational belonging, and algorithmic justice.