Inclusive education through technology: a systematic review of types, tools and characteristics

Technologies for Inclusive Education

        The systematic review by Navas-Bonilla et al., published in Frontiers in Education on February 12, 2025, explores the role of technology in fostering inclusive education. Following PRISMA guidelines, the study analyzes 159 studies from the Scopus database (2019–2024) to address four research questions: types of inclusion, commonly used technologies, their characteristics, and how they meet diverse student needs.

Key Findings

1. Types of Inclusion: The literature emphasizes sensory disabilities (60%), gender equality (36%), racial/ethnic inclusion (35%), physical and mental/intellectual disabilities (34% each), and cultural inclusion (30%). Other areas include socioeconomic (28%), learning difficulties (27%), linguistic (8%), age (4%), and health inclusion (2%), highlighting the need for equitable access across diverse groups.
2. Technological Tools: Technologies promoting inclusion include:
• Physical/Sensory Accessibility: Braille displays, adapted keyboards, eye-tracking devices, and robotic gloves aid students with visual or motor impairments.
• Accessibility Software: Screen readers, text-to-speech, and sign language translation software enhance access for sensory and cognitive disabilities.
• Educational Tools: Mobile devices, tablets, and robotics support personalized learning.
• Interaction/Collaboration: Digital whiteboards, augmented reality, and online platforms foster engagement and teamwork.
• Communication: Zoom and augmentative communication devices help students with communication challenges.
• Educational Games: These combine learning and play for skill development.
3. Characteristics of Technologies: These tools are adaptive, promoting autonomy, engagement, and personalized learning while addressing specific accessibility needs.
4. Addressing Diverse Needs: Technologies reduce barriers for students with disabilities, support sociocultural integration, and enhance participation. However, challenges like resource scarcity and inadequate teacher training persist, particularly in low-resource settings.

Implications

        The review underscores technology’s transformative potential in inclusive education but highlights gaps in research, especially for non-sensory disabilities and minority groups. Future studies should focus on cost-effective solutions, teacher training, and intersectional factors like gender and geography to ensure equitable access.

        This research provides educators and policymakers with evidence-based insights to create inclusive learning environments, emphasizing the balance between digital and real-world activities to foster equity and participation for all students.

Source: Navas-Bonilla et al. (2025). Frontiers in Education. 

DOI:  https://doi.org/10.3389/feduc.2025.1527851