Stem education and ICT-enhanced tools for students with disabilities: a five-year review

Pieriboni Giuditta, Buzzi Marina, Leporini Barbara

Disabilities  Education  ICTs  STEM 

Education is a universal right that must include anyone. However, students with disabilities often experience significant challenges, obstacles, and frustration when interacting with digital tools and systems, particularly when performing STEM (Science, Technology, Engineering, Mathematics) education paths. This review investigates the current state of ICT-enhanced tools designed to support inclusive STEM education, focusing on the use of applications, systems, games, robots, and platforms aimed at supporting students with disabilities. While the literature reveals growing interest and numerous theoretical frameworks, there remains a lack of concrete, widely adopted applications and systems. Our results highlight the potential of Artificial Intelligence (AI), especially generative AI, in enabling personalized, accessible, and engaging learning experiences conform to the Universal Design for Learning (UDL) principles. However, the full potential of AI in inclusive education is still in its infancy and needs to be further discovered. Co-design with educators, stakeholders, and individuals with disabilities would be essential to accelerate this progress and ensure that future education technologies and systems are truly tailored and suitable for all students, regardless of their abilities and preferences. Digital tools must meet the needs of diverse populations with different disabilities to guarantee equal access to education, while engaging, motivating, and empowering students in science and technology.

Source: UNIVERSAL ACCESS IN THE INFORMATION SOCIETY, vol. 25 (issue 1)

Metrics