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Bridging Gaps with Technology: A Bibliometric Review of Inclusive Education through Educational Technology

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Title: Bridging Gaps with Technology: A Bibliometric Review of Inclusive Education through Educational Technology
Language: English
Authors: Aizhan B. Shadyrova (ORCID 0009-0002-3157-6830), Galiya A. Abayeva (ORCID 0000-0001-9784-5971), Serik K. Ashirov (ORCID 0009-0007-0374-7758), Sanzhar T. Mamadaliyev (ORCID 0000-0001-9722-9175), Ayakoz E. Seiilbek (ORCID 0009-0003-5798-6288), Yulduz S. Eshakhanova (ORCID 0009-0002-1454-3586)
Source: Contemporary Educational Technology. 2026 18(1):634.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Bibliometrics, Inclusion, Educational Technology, Educational Trends, Trend Analysis, Publications, Citations (References), Citation Analysis, Authors, Educational Finance, Productivity, Foreign Countries, Assistive Technology, Teacher Education, International Cooperation, Developed Nations, Developing Nations, Artificial Intelligence, Computer Simulation, Access to Education
Geographic Terms: Spain, United States, United Kingdom, India, Italy, Russia, Indonesia, Malaysia, Ukraine, Australia
ISSN: 1309-517X
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499502
Database: ERIC
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  Data: Bridging Gaps with Technology: A Bibliometric Review of Inclusive Education through Educational Technology
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  Data: <searchLink fieldCode="AR" term="%22Aizhan+B%2E+Shadyrova%22">Aizhan B. Shadyrova</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-3157-6830">0009-0002-3157-6830</externalLink>)<br /><searchLink fieldCode="AR" term="%22Galiya+A%2E+Abayeva%22">Galiya A. Abayeva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9784-5971">0000-0001-9784-5971</externalLink>)<br /><searchLink fieldCode="AR" term="%22Serik+K%2E+Ashirov%22">Serik K. Ashirov</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-0374-7758">0009-0007-0374-7758</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sanzhar+T%2E+Mamadaliyev%22">Sanzhar T. Mamadaliyev</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9722-9175">0000-0001-9722-9175</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ayakoz+E%2E+Seiilbek%22">Ayakoz E. Seiilbek</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-5798-6288">0009-0003-5798-6288</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yulduz+S%2E+Eshakhanova%22">Yulduz S. Eshakhanova</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-1454-3586">0009-0002-1454-3586</externalLink>)
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  Data: 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.
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