Abstract
<jats:p>The integration of Artificial Intelligence in higher education has generated considerable interest, yet its potential as an assistive technology remains undertheorised within the Universal Design for Learning framework. This chapter examines AI as an emerging assistive technology capable of reducing barriers for a wide range of learners, including students with disabilities, those working in a second language, and any student whose needs fall outside what traditional structures serve. Drawing on UDL and emerging research, it maps the opportunities AI presents and the tensions it introduces: data privacy, educator surveillance, algorithmic bias, cognitive autonomy, and the irreplaceable human dimension of teaching. A framework for responsible integration is built around six principles: inclusion as design, transparency, informed consent, complementarity, professional development, co-design, and ongoing evaluation.</jats:p>