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1. How AI professionals or other actors react to generative pictures and scenarios of people with different conditions? What do they think is good, and what is problematic? How do they think the problematic areas could be addressed? The thesis could use already collected GenAI data from the project: What stories does generative AI tell about people with disabilities? 
    

2. Understand how a group of people (university students, high schoolers, HR, medical doctors, etc.) uses GenAI tools. (no programming skills are needed). The aim is to have a descriptive part of how GenAI is used and potentially give

   1. design guidelines for GenAI systems, OR

   2. prompting techniques, OR

   3. how the education needs to be structured to facilitate the responsible use of GenAI and provide the relevant skills
       

3. Understand how healthcare professionals use AI during consultation and, through scenarios or similar techniques, understand how people would react if they learned that their doctor was using AI in that way.
    

4. Explore how GenAI changes its representation of people with invisible conditions throughout the years, and throughout commercial GenAI systems. Historical data will be provided.
    

5. Explore the impact of the E.U accessibility act on the development and design of commercial services (e-shopping, e-banking, e-health services, etc). How do designers of technology apply accessibility to their products? Do they follow any guidelines? What are those, and what can we learn from their practices?
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6. (Swedish) How tillgänglighet lagen and DOS law (Lag om tillgänglighet till digital offentlig service) influence public digital services regarding accessibility and inclusion? Lessons learned, and how can we move forward to an inclusive digital society? What is the impact of the European Accessibility Act on DOS and the Swedish public sector? 
    

7. Comparative accessibility study between EU member states' public authority websites and non-EU members (WCAG-EM methodology) 
    

8. Evaluate how inclusive wearables are (e.g., rings, smartwatches, prosthetics, etc) for people with chronic conditions or people over 65 years old. You can pick your user group (people with low vision, cognitive disabilities, deaf or low hearing, neurodevelopmental conditions, wheelchair users, or any other). How are wearables used by people with diverse needs? Do they use wearables? Why, why not, what kind of wearables, what do these wearables miss?
    

9. A digital solution for first-year university students with neurodevelopmental or behavioral conditions (e.g., dyslexia, ADHD, autism, etc) that helps them tackle issues like moving to another town/country to study, handling bureaucracy related to gaining access to university resources, handling a new style of teaching and learning, handling an uneven day structure, and time management. An example of such a mini-project is https://www.gu.se/en/applied-information-technology/personalized-learning-with-amica
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10. In user-centered and participatory design, different methods are used to involve users. How can we make these methods inclusive to people with diverse needs? For example, how can one organize a co-design session with people with low vision or with people with multiple sclerosis, where their symptoms come and go? This could be one of the following literature review types described in the tables of the following articles: 

    1. Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108.​

    2. Paré, G., Trudel, M. C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & management, 52(2), 183-199.​