Review Article

Bridging gaps with technology: A bibliometric review of inclusive education through educational technology

Aizhan B. Shadyrova 1 , Galiya A. Abayeva 1 * , Serik K. Ashirov 2 , Sanzhar T. Mamadaliyev 3 , Ayakoz E. Seiilbek 4 , Yulduz S. Eshakhanova 5
More Detail
1 Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN2 Committee for Quality Assurance in Education, Ministry of Education of the Republic of Kazakhstan, Astana, KAZAKHSTAN3 Department of “Special Pedagogy”, South Kazakhstan Pedagogical University named after U. Zhanibekov, Shymkent, KAZAKHSTAN4 Department of Chemistry, South Kazakhstan Pedagogical University named after U. Zhanibekov, Shymkent, KAZAKHSTAN5 Department of “Russian Language and Literature”, M. Auezov South Kazakhstan University, Shymkent, KAZAKHSTAN* Corresponding Author
Contemporary Educational Technology, 18(1), January 2026, ep634, https://doi.org/10.30935/cedtech/17980
Published: 26 February 2026
OPEN ACCESS   93 Views   69 Downloads
Download Full Text (PDF)

ABSTRACT

This study reviews research on inclusive education through educational technology by exploring 184 Scopus-listed English-language publications published over the years 2010-2025 using systematic methods. We assess publication trends, citation relationships, where the work is published, who the authors are, how institutions are involved and funding sources to see the growth of this high-priority area of study. From 2010, we note a slow start, but from 2011 publications increased steadily until 2018. From 2019 to 2023, the pace of growth has been much faster, leading to an increase in annual publications over the last decade. Spanish, American and United Kingdom forces account for most of the participation, whereas developing countries are not strongly represented. The citation analysis indicates that the studies related to assistive technology, universal design for learning and teacher training represent the most significant literature in the area, and the average citations have increased more than three times since 2015. Network diagrams highlight the many joint research efforts among European nations, but opportunities for North-South cooperation are still limited. In fact, most of studies were supported, mainly by national education departments and the European Union framework. An analysis of keywords demonstrates how education has shifted focus, from using basic technology in the early 2010s to using artificial intelligence for personalized learning in the 2020s. The report ends by pointing out four major areas for future study as using virtual and augmented reality for students with special needs, addressing ethical considerations with AI in all schools, preparing all teachers to use technology in class and finding affordable technology for low-resource schools. These results provide proof for policymakers and highlight areas that should be looked into further.
Keywords: inclusive education, educational technology, bibliometric analysis, Scopus, research trends, assistive technology, universal design for learning

CITATION (APA)

Shadyrova, A. B., Abayeva, G. A., Ashirov, S. K., Mamadaliyev, S. T., Seiilbek, A. E., & Eshakhanova, Y. S. (2026). Bridging gaps with technology: A bibliometric review of inclusive education through educational technology. Contemporary Educational Technology, 18(1), ep634. https://doi.org/10.30935/cedtech/17980

REFERENCES

  1. Akhter, S., Amjad, A. I., Shaheen, F., Fakhrou, A., & Khasawneh, M. A. S. (2025). Access and transition in inclusive education: Addressing the digital divide in educational technology. International Journal of Innovative Research and Scientific Studies, 8(5), 1951-1961. https://doi.org/10.53894/ijirss.v8i5.9326
  2. Alper, M., & Goggin, G. (2017). Digital technology and rights in the lives of children with disabilities. New Media & Society, 19(5), 726-740. https://doi.org/10.1177/1461444816686323
  3. Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.
  4. Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed.). Routledge. https://doi.org/10.4324/9780203078952
  5. Blikstein, P., & Worsley, M. (2016). Children are not hackers: Building a culture of powerful ideas, deep learning, and equity in the maker movement. In K. Peppler, E. Halverson, & Y. B. Kafai (Eds.), Makeology: Makerspaces as learning environments (vol. 1, pp. 64-79). Routledge. https://doi.org/10.4324/9781315726519-7
  6. Bravou, V., & Drigas, A. (2019). A contemporary view on online and web tools for students with sensory & learning disabilities. International Journal of Online and Biomedical Engineering, 15(12), 97-105. https://doi.org/10.3991/ijoe.v15i12.10833
  7. Broderick, A. A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory Into Practice, 44(3), 194-202. https://doi.org/10.1207/s15430421tip4403_3
  8. Campigotto, R., McEwen, R., & Demmans Epp, C. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60(1), 74-86. https://doi.org/10.1016/j.compedu.2012.08.002
  9. Çela, E., Fonkam, M., & Vajjhala, N. R. (2024). Foundations of adaptive technologies in inclusive education. In Advances in educational technologies and instructional design (pp. 1-20). IGI Global. https://doi.org/10.4018/979-8-3693-8227-1.ch001
  10. Chalkiadakis, A., Seremetaki, A., Kanellou, A., Kallishi, M., Morfopoulou, A., Moraitaki, M., & Mastrokoukou, S. (2024). Impact of artificial intelligence and virtual reality on educational inclusion: A systematic review of technologies supporting students with disabilities. Education Sciences, 14(11), Article 1223. https://doi.org/10.3390/educsci14111223
  11. Chen, W., Mason, J., Badar, F., Mishra, S., & Rodrigo, D. (2024). Digital technology for inclusive and equitable quality education. In Proceedings of the 32nd International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.5068
  12. Cook, B. G., & Cook, L. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47(2), 71-82. https://doi.org/10.1177/0022466911420877
  13. Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383. https://doi.org/10.1177/001440290907500306
  14. Crossley, M., & Tikly, L. (2004). Postcolonial perspectives and comparative and international research in education: A critical introduction. Comparative Education, 40(2), 147-156. https://doi.org/10.1080/0305006042000231329
  15. Fernández-Batanero, J. M., Cabero, J., & López, E. (2019). Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities. British Journal of Educational Technology, 50(4), 1961-1978. https://doi.org/10.1111/bjet.12675
  16. Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90. https://doi.org/10.1016/j.compedu.2012.09.014
  17. Florian, L. (2012). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education, 63(4), 275-285. https://doi.org/10.1177/0022487112447112
  18. Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704. https://doi.org/10.1080/13603116.2019.1622801
  19. Foley, A., & Ferri, B. A. (2012). Technology for people, not disabilities: Ensuring access and inclusion. Journal of Research in Special Educational Needs, 12(4), 192-200. https://doi.org/10.1111/j.1471-3802.2011.01230.x
  20. Forgrave, K. E. (2002). Assistive technology: Empowering students with learning disabilities. The Clearing House, 75(3), 122-126. https://doi.org/10.1080/00098650209599250
  21. Gabarda Méndez, V., Marín Suelves, D., Gabarda Méndez, C., & Ramón-Llin Mas, J. A. (2023). Future teachers facing the use of technology for inclusion: A view from the digital competence. Education and Information Technologies, 28(7), 8043-8060. https://doi.org/10.1007/s10639-022-11105-5
  22. Gonçalves, J. P., Lima, L. A. de O., & Aguiar, C. M. de. (2024). Educação e inclusão: A aplicabilidade de softwares para a inclusão escolar de alunos com deficiência visual [Education and inclusion: The applicability of software for the school inclusion of students with visual impairments]. Editora Científica Digital. https://doi.org/10.56238/livrosindi202453-002
  23. Hasselbring, T. S., & Glaser, C. H. W. (2000). Use of computer technology to help students with special needs. The Future of Children, 10(2), 102-122. https://doi.org/10.2307/1602691
  24. Hossain, M. M. (2025). Effective integration of ICT to enhance accessibility, personalization, collaboration, and educator training in inclusive education. Asian Journal of Multidimensional Research, 14(5), 37-45. https://doi.org/10.5958/2278-4853.2025.00013.9
  25. Jung, I. (2005). ICT-pedagogy integration in teacher training: Application cases worldwide. Educational Technology & Society, 8(2), 94-101.
  26. Ludlow, B. L. (2001). Technology and teacher education in special education: Disaster or deliverance? Teacher Education and Special Education, 24(2), 143-163. https://doi.org/10.1177/088840640102400209
  27. Malizal, Z. Z., & Rahman, N. A. A. (2024). Breaking boundaries in inclusive education: A narrative review of pedagogical, technological, and policy practices and challenges in regular schools. Sinergi International Journal of Education, 2(3), 394-406. https://doi.org/10.61194/education.v2i3.588
  28. Marino, M. T., Sameshima, P., & Beecher, C. C. (2009). Enhancing TPACK with assistive technology: Promoting inclusive practices in pre-service teacher education. Contemporary Issues in Technology and Teacher Education, 9(2), 186-207.
  29. Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42(3), 252-269. https://doi.org/10.1177/215416470704200303
  30. Moriña, A. (2017). “We aren’t heroes, we’re survivors”: Higher education as an opportunity for students with disabilities to reinvent an identity. Journal of Further and Higher Education, 41(2), 215-226. https://doi.org/10.1080/0309877x.2015.1070402
  31. O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T. L., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(1), Article 32. https://doi.org/10.1186/s40594-020-00230-7
  32. Oliveira, S. R., Silva, L. N. de L., Costa, F. M., Rocha, L. A., França, M. N. de, Cardoso-Filho, O., Rocha, C. R. P., Andrade, J. P. da S., & Da Silva, A. C. (2024). A integração das tecnologias digitais no ensino inclusivo: Desafios e perspectivas pedagógicas para a educação e a linguagem [The integration of digital technologies in inclusive education: Challenges and pedagogical perspectives for education and language]. Caderno Pedagógico, 21(12), Article e10805. https://doi.org/10.54033/cadpedv21n12-166
  33. Philip, T. M., Schuler-Brown, S., & Way, W. (2017). A framework for learning about big data with mobile technologies for democratic participation: Possibilities, limitations, and unanticipated obstacles. Technology, Knowledge and Learning, 22(3), 393-412.
  34. Ray, P. R., & Zaveri, B. (2024). The role of technology in implementing effective education for children with learning difficulties. The Scientific Temper, 15(4), 3432-3440. https://doi.org/10.58414/scientifictemper.2024.15.4.53
  35. Rodrigues, A. L. (2020). Digital technologies integration in teacher education: The active teacher training model. Journal of e-Learning and Knowledge Society, 16(3), 24-33. https://doi.org/10.20368/1971-8829/1135273
  36. Rueda, R. Z., Lesmez-Peralta, J. C., & Villamizar, Y. I. B. (2025). Technological tools and inclusive pedagogy for students with disabilities in higher education. Revista de Investigación Educativa, 43(1), 25-41. https://doi.org/10.6018/rie.590831
  37. Sahoo, D. K., Mittal, S., Chandel, A., Goyal, N., & Nghiem, X. (2024). Teacher training and support for assistive technology in inclusive education. In Advances in educational technologies and instructional design (pp. 53-76). IGI Global. https://doi.org/10.4018/979-8-3693-4058-5.ch003
  38. Salas Subía, J. C., Salas Subía, M. A., & Osorio Lloré, J. (2024). Aula inclusiva como estrategia para atender necesidades educativas específicas: Una revisión sistemática de la literatura [Inclusive classroom as a strategy to address specific educational needs: A systematic review of the literature]. Revista Científica Hallazgos21, 9(3), 336-352. https://doi.org/10.69890/hallazgos21.v9i3.675
  39. Salas-Pilco, S. Z., Xiao, K., & Oshima, J. (2022). Artificial intelligence and new technologies in inclusive education for minority students: A systematic review. Sustainability, 14(20), Article 13572. https://doi.org/10.3390/su142013572
  40. Selwyn, N. (2016). Is technology good for education? Polity Press.
  41. Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41(3), 323-339. https://doi.org/10.1007/s11125-011-9207-5
  42. Snyder, T. D., & Dillow, S. A. (2015). Digest of education statistics 2013 (NCES 2015-011). National Center for Education Statistics. https://nces.ed.gov/pubs2015/2015011.pdf
  43. Starčič, A. I. (2010). Educational technology for the inclusive classroom. Turkish Online Journal of Educational Technology, 9(3), 26-37.
  44. Starčič, A. I., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970-2011. British Journal of Educational Technology, 45(2), 202-230. https://doi.org/10.1111/bjet.12086
  45. Tigse-Sánchez, M. D. R., Lapo-Lapo, K. L., Chulli-Cargua, N. R., Román-Macas, G. M., & Vargas- Naranjo, M. D. R. (2025). Estrategias para promover la inclusión educativa en entornos de aprendizaje diverso [Strategies to promote educational inclusion in diverse learning environments]. Space Scientific Journal of Multidisciplinary, 3(1), 30-42. https://doi.org/10.63618/omd/ssjm/v3/n1/3
  46. Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389. https://doi.org/10.17763/1943-5045-86.3.366
  47. Zhang, M., & Wang, Z. (2024). The integration of education and technology: Empowering special needs students. Journal of Higher Education Research, 5(5), 368-380. https://doi.org/10.32629/jher.v5i5.2967