AN EXPLORATION OF THE ICTS IN USE IN THE EDUCATION OF PUPILS WITH SPECIAL EDUCATION NEEDS: A 10-YEAR LITERATURE DISCLOSURE, 2015–2025 / UNA EXPLORACIÓN DE LAS TIC UTILIZADAS EN LA EDUCACIÓN DE ALUMNOS CON NECESIDADES EDUCATIVAS ESPECIALES: UNA REVISIÓN DE LA LITERATURA DE 10 AÑOS, 2015–2025
Abstract
This study aimed to explore the use of Information and Communication Technologies (ICTs) in the education of pupils with Special Educational Needs (SEN) over the past decade (2015–2025), in response to the global call for inclusive digital education under SDG 4. Employing a systematic literature review methodology, the study analysed scholarly publications from 14 countries across six continents to identify dominant trends, tools, and implementation contexts. Results revealed five categories of ICTs widely used in the education of pupils with SENs: computers, assistive devices, assistive software, multimedia resources, and educational content delivery platforms. These technologies were found to support access, individualized instruction, and learner engagement. However, their impact varied significantly based on local context, availability of resources, educator training, and inclusive policy frameworks. The review uncovered persistent disparities in access and implementation, especially in low-resource settings, alongside mixed perceptions of ICTs’ pedagogical value. The study contributes to the broader discourse on inclusive education by offering context-sensitive insights to guide policy, practice, and advocacy for ICT adoption tailored to diverse learning needs. Findings accentuate the importance of equity-driven, evidence-based ICT integration to meet the learning rights of children with SEN globally.
Este estudio tuvo como objetivo explorar el uso de las Tecnologías de la Información y la Comunicación (TIC) en la educación del alumnado con Necesidades Educativas Especiales (NEE) durante la última década (2015–2025), en respuesta al llamado global a una educación digital inclusiva en el marco del ODS 4. Empleando una metodología de revisión sistemática de la literatura, el estudio analizó publicaciones académicas de 14 países en seis continentes para identificar tendencias predominantes, herramientas y contextos de implementación. Los resultados revelaron cinco categorías de TIC ampliamente utilizadas en la educación de alumnos con NEE: ordenadores, dispositivos de apoyo, software de apoyo, recursos multimedia y plataformas para la impartición de contenidos educativos. Se observó que estas tecnologías favorecen el acceso, la enseñanza individualizada y la participación del alumnado en el aprendizaje; sin embargo, su impacto varió significativamente según el contexto local, la disponibilidad de recursos, la formación del profesorado y los marcos de políticas inclusivas. La revisión puso de manifiesto desigualdades persistentes en el acceso y la implementación, especialmente en entornos con recursos limitados, así como valoraciones dispares sobre el valor pedagógico de las TIC. El estudio contribuye al discurso más amplio sobre educación inclusiva al ofrecer aportes sensibles al contexto que orienten las políticas, las prácticas y las acciones de promoción para la adopción de TIC adaptadas a diversas necesidades de aprendizaje, y sus hallazgos subrayan la importancia de una integración de las TIC basada en la equidad y en la evidencia para garantizar el derecho al aprendizaje de los niños y niñas con NEE a nivel mundial.
Article visualizations:
Keywords
Full Text:
PDFReferences
Adebisi, Y.A. (2024). Antimicrobial resistance and people living with disabilities. London, England. https://doi.org/10.1016/s0140-6736(24)00429-x
Al Dosary, E. (2018). Teaching with the Interactive Whiteboard – How to Enhance Teaching Vocabulary to Primary Children Aged 8 and 9. University of Exeter (United Kingdom). Retrieved from https://ore.exeter.ac.uk/articles/thesis/Teaching_with_the_interactive_whiteboard_How_to_enhance_teaching_vocabulary_to_primary_children_aged_8_and_9_/29743841?file=56766038
Bwalya, T. (2023). The Availability of Qualified Teachers and Computer Laboratories for Teaching Computer Studies in Public Secondary Schools in Zambia: A Case Study of Lusaka City. International Journal of Education and Development using Information and Communication Technology, 19(1), 193-207. Retrieved from https://www.researchgate.net/publication/370419630_The_Availability_of_Qualified_Teachers_and_Computer_Laboratories_for_Teaching_Computer_Studies_in_Public_Secondary_Schools_in_Zambia_A_Case_Study_of_Lusaka_City
Caballero, C. M. (2024). From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers. Education Sciences, 14(5), 452. https://doi.org/10.3390/educsci14050452
Chigama, T., & Goronga, P. (2022). Exploring Teachers’ Perceptions towards ICT Integration in Teaching and Learning: The Case of Selected Primary Schools in Harare, Zimbabwe. Journal of African Education, 3(1). Retrieved from https://doi.org/10.31920/2633-2930/2022/v3n1a6
Chirwa, C., & Mubita, K. (2021). Preparedness of teachers and learners in the integration of information and communication technologies in the teaching and learning of geography in selected schools of Petauke District of Eastern Province in Zambia. International Journal of Research and Innovation in Social Science (IJRISS), 5(3), 456-464. Retrieved from https://www.researchgate.net/publication/351283344_Preparedness_of_Teachers_and_Learners_in_the_integration_of_Information_Communication_Technologies_in_the_teaching_and_learning_of_geography_in_selected_schools_of_Petauke_District_of_Eastern_Province
Chirwa, C., & Mubita, K. (2021). The use of ICT in teaching Geography in selected schools of Petauke district in Eastern Province of Zambia. International Journal of Research and Innovation in Social Science, 158-167. Retrieved from https://ideas.repec.org/a/bcp/journl/v5y2021i10p157-167.html
Davis, F., D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A comparison of two theoretical models, Management Science 35(8), p. 982-1003. https://doi.org/10.1287/mnsc.35.8.982
Fishbein, M. & Azjen, I. (1975). Belief, Attitude, Intention and Behaviour, an Introduction to Theory and Research. Addison-Wasley. Retrieved from https://archive.org/details/beliefattitudein0000fish
Joy, R., Rakes, T., & Ronou, M. (2024). Developing a Novel Model for ICT Integration in South African Education: Insights from TIMSS Data. University of Pretoria Repository. https://doi.org/10.3390/educsci14080865
Kala, D., & Chaubey, D. S. (2023). Examination of relationships among technology acceptance, student engagement, and perceived learning on tourism-related MOOCs. Journal of Teaching in Travel & Tourism, 23(1), 39-56. https://doi.org/10.1080/15313220.2022.2038342
Kalimaposo, K., Moono, S., Daka, H., Mulubale, S., Kaumba, C., & Mphande, F. (2023). Perceived challenges of ICT as an examinable curriculum subject in rural secondary schools: voices of teachers and learners in southern Zambia. European Journal of Education Studies, 10(10). https://doi.org/10.46827/ejes.v10i10.5015
Kaur, H. (2022). Information and Computer Technology for children with special education needs. Electronic Journal of Education, Social Economics and Technology. Vol 3(2). pp 70-74. Retrieved from https://ejeset.saintispub.com/ejeset/article/download/96/18
Khan, M. A., Tahir, M. B., Sheikh, M. S. M., & Khan, S. (2023). Perspectives of special education teachers on infusing ICT in special education classrooms: a mixed-methods investigation. Journal of Asian Development Studies, 12(3), 1498-1515. Retrieved from https://poverty.com.pk/index.php/Journal/article/view/221
Klein, A. (2022). Case Study: The Hard Transition to 1-1 computing continues. Kentucky’s Jefferson County public school: Illinois. Retrieved from https://www.edweek.org/technology/case-study-the-hard-transition-to-1-to-1-computing-continues/2022/05
Lazarus, K. U. (2024). Lecturers’ Attitudes Towards Information and Communication Technology Utilisation in Teaching Students With Special Needs in Oyo State, Nigeria. Turkish International Journal of Special Education and Guidance & Counselling 13(1), 58-68. Retrieved from https://tijseg.org/index.php/tijseg/article/view/232
Lazarus, K. U. (2024). Personal Factors as Predictors of Attitude Towards ICT Utilisation Among Lecturers of Students with Special Needs in Nigeria. Indonesian Journal of Disability Studies, 11(2), 261-276. https://doi.org/10.21776/ub.ijds.2024.11.2.8
Maruthi, J. & Yoo, E. J. (2021). Teachers’ Use of ICTs in implementing the competency based curriculum in Kenyan Public Schools. Innov Educ, vol 3(1). https://doi.org/10.1186/s42862-021-00012-0
MEdu (2024). Education Statistic Bulletin. Directorate of Planning and Information. Lusaka, Zambia. Retrieved from https://www.edu.gov.zm/wp-content/uploads/2024/12/Education-Statistics-Bulletin-2024.pdf
Ministry of Education (MOE) (1996). Educating Our Future: National Policy on Education. Lusaka. Zambia Education Publishing House. Retrieved from https://lataz.org.zm/wp-content/uploads/2024/02/Educating-OUr-Future-National-Policy-on-Education-Zambia.pdf
Ministry of Education (MOE) (2013). The Zambia Curriculum Framework. Lusaka: Curriculum Development Center. Retrieved from https://www.giakonda.org.uk/wp-content/uploads/2018/05/ZECF-FINAL-COPY.pdf
Ministry of Education (MOE) (2023). Zambia Education Curriculum Framework. Lusaka: Curriculum Development Centre. Retrieved from https://www.giakonda.org.uk/wp-content/uploads/2024/08/2025-New-Curriculum.pdf
Ministry of General Education (MOGE) (2016). Inclusive Education and Special Education in Zambia: Implementation Guidelines. Lusaka. Ministry of General Education.
Mitsea, E., Drigas, A., & Skianis, C. (2022). ICTs and speed learning in special education: high-consciousness training strategies for high-capacity learners through metacognition Lens. Technium Soc. Sci. J., 27, 230. Retrieved from https://doi.org/10.47577/tssj.v27i1.5599
Muzata, K., K. (2021). Special ad Inclusive Education Provision in the Zambian Context. The University of Zambia Press: Lusaka.
Naneeth, R. & Srihari, M. (2021). A Case of ICT in empowering the Visually Challenged Women in Inclusive Education. Shanlax International Journal of Education, Vol 9. No.4, pp 37-81. https://doi.org/10.34293/education.v9i4.4208
Nsama, P., Masaiti, G., & Akakandelwa, A. (2020). Availability and usage of information and communication technology facilities in secondary schools in Zambia. Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL), 1(1), 87-106. Retrieved from https://www.researchgate.net/publication/346099963_Availability_and_Usage_of_Information_Communication_Technology_Facilities_in_Secondary_Schools_in_Zambia
Nussbaumer, D., & Deuss, C. (2024). ICT Nutzung an der Schnittstelle Familie und Schule-Ein systematisches Review zur Situation von Kindern mit Special Educational Needs. Universitätsbibliothek Dortmund.
Ogah, W. T. (2023). Impact of Multimedia Learning On Academic Performance Of Students With Special Needs in Minna Metropolis (Doctoral Dissertation). Retrieved from http://irepo.futminna.edu.ng:8080/jspui/bitstream/123456789/22839/1/IMPACT%20OF%20MULTIMEDIA%20LEARNING%20ON%20ACADEMIC%20PERFORMANCE%20OF%20STUDENTS%20WITH%20SPECIAL%20NEEDS%20IN%20MINNA%20METROPOLISIS..pdf
Omboto, C. M., Kanga, A., & Njageh, A. R. K. (2022). Myth or Reality: Digital Literacy Programme Implementation in Primary Special Schools in Nairobi, Kenya. European Journal of Education (EJED), 5(2), 51-66. Retrieved from https://doi.org/10.2478/ejed-2022-0014
Omito, O. (2021). ICT infrastructure for the uptake of one laptop per child project in Homa Bay County, Kenya. Journal of Education and Practice, 12(32), 72-84. Retrieved from https://www.semanticscholar.org/paper/ICT-Infrastructure-for-the-Uptake-of-One-Laptop-Per-Omito/ffc4cebc71407beea4fef02f845a4ebcd101330e
Padayachee, K. (2017). A Snapshot Survey of ICT Integration in South African Schools. South African Computer Journal (SACJ), Vol 29(2). Grahamstown, Pretoria. https://doi.org/10.18489/sacj.v29i2.463
Paulsrud, D., & Nilholm, C. (2023). Teaching for inclusion–a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 27(4), 541-555. https://doi.org/10.1080/13603116.2020.1846799
Pérez-Jorge, D., González-Herrera, A. I., Alonso-Rodríguez, I., & Rodríguez-Jiménez, M. D. C. (2024). Challenges and opportunities in inclusive education with ICT: Teachers’ perspectives in the Canary Islands during the COVID-19 pandemic. Education Sciences, 14(3), 283. Retrieved from https://doi.org/10.3390/educsci14030283
Şahin, F., Kızılaslan, A., & Şimşek, Ö (2024). Factors influencing the acceptance of assistive technology by teacher candidates in the context of inclusive education and special needs students. Education and Information Technologies, 29(10), 12263-12288. https://doi.org/10.1007/s10639-023-12383-3
Sarah, M. M. (2024). The implementation of Information Communication Technology for teaching and learning in Tshwane West District (Master's thesis, University of Pretoria (South Africa)). Retrieved from https://repository.up.ac.za/items/733d743a-2c66-4e46-8b2a-c71dd1159be8
Serero, P., Phala, T., & Mahlo, D. (2025). Teaching Visually Impaired Learners through ICTs: Lessons from Teachers’ Perceptions in a Full-Service School, African Perspectives of Research in Teaching and Learning Journal 2(9). https://conf.ul.ac.za/aportal/application/downloads/APORT010_9_2_11_2025.pdf
Shahzad, M. F., Xu, S., & Baheer, R. (2024). Assessing the factors influencing the intention to use information and communication technology implementation and acceptance in China’s education sector. Humanities and Social Sciences Communications, 11(1), 1-15. Retrieved from https://www.nature.com/articles/s41599-024-02777-0
Simui, F. et al. (2017). ICT as an enabler to the academic success of students with visual impairments at SIM University. Hermeneutics approach. Zambia ICT Journal. Vol 1(1), 5-7. Retrieved from https://ictjournal.icict.org.zm/index.php/zictjournal/article/view/9
Thomas, B. (2024). Fostering General Education Teachers' Awareness on Inclusive Education for Students with Special Educational Needs: A Review Study. New Era International Journal of Interdisciplinary Social Researches, 9(24), 54-61. https://doi.org/10.5281/zenodo.12536377
United Nations Zambia (2022). Focus in Zambia. Retrieved at https://zambia.un.org/en/173566-un-focusdisability-special
United Nations Zambia (2022). UN Focus. Disability Special Edition. Retrieved from https://zambia.un.org/en/173566-un-focus-disability-special-issuejanuary-2022
Vega-Gea, E., Calmaestra, J., & Ortega-Ruiz, R. (2021). Teachers' perception of use of ICT in Inclusive Education [Teacher perception on the use of ICT in Inclusive Education]. Pixel-Bit. Journal of Media and Education, 62, 235-268. https://doi.org/10.12795/pixelbit.90323
Winzer, M., & Mazurek, K. (2023). Global dialogues on inclusive education: A retrospective and comparative analysis of the Salamanca Statement. In Discourses of globalisation, multiculturalism and cultural identity (pp. 163-179). Cham: Springer International Publishing. Retrieved from https://doi.org/10.1007/978-3-030-92608-3_9
World Health Organization (2022). Global report on health equity for persons with disabilities. Geneva, Switzerland: World Health Organization. Retrieved from https://www.who.int/teams/noncommunicable-diseases/sensory-functions-disability-and-rehabilitation/global-report-on-health-equity-for-persons-with-disabilities
Zambia Central Statistical Office, Ministry of Community Development & Social Services (2018). Zambia National Disability Survey 2015. Lusaka, Zambia: Ministry of Community Development & Social Services. Retrieved from https://www.zamstats.gov.zm/wp-content/uploads/2023/12/Zambia-Disability-Survey-2015.pdf
DOI: http://dx.doi.org/10.46827/ejse.v11i7.6408
Copyright © 2015 - 2026. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
