EL PAPEL DE LA TECNOLOGÍA EN LA PROMOCIÓN DE LA EDUCACIÓN INCLUSIVA EN BÁSICA ELEMENTAL: REVISIÓN SISTEMÁTICA

Abstract

The objective of this study was to synthesize recent scientific evidence on the uses, contributions, limitations, and implementation conditions of educational technologies for the inclusion of students with disabilities in higher education. A systematic review guided by PRISMA 2020 was conducted. From 46 records identified in Scopus, Web of Science, ScienceDirect, and Google Scholar, 12 duplicates were removed, 34 documents were screened, and 14 studies published between 2020 and 2025 were included. Information was organized through a standardized extraction matrix and analyzed using narrative–thematic synthesis. Findings show that virtual learning environments, accessible digital materials, screen readers, speech-recognition systems, and other assistive technologies support access, autonomy, and academic continuity. Their benefits, however, depend on accessible design, faculty digital competence, institutional support, and adequate infrastructure. Persistent barriers include inaccessible resources, insufficient training, connectivity gaps, and fragmented university policies. The review concludes that technology does not create inclusion by itself; it requires pedagogical, organizational, and ethical decisions that involve students with disabilities from the design stage. Keywords: inclusive education, educational technology, higher education, disability, digital accessibility