Alhasan Naeema Abdulrahman, Lombardi Marco, Al-Ajmi Nasser Saad
Department of Special Education, College of Education, King Saud University, Riyadh, SAU.
Department of Social Education Care Work and Equality Research, Hogent University, Ghent, BEL.
Cureus. 2025 Feb 23;17(2):e79494. doi: 10.7759/cureus.79494. eCollection 2025 Feb.
The accelerated digitalization of secondary education following the COVID-19 pandemic has fundamentally altered the nature of learner engagement and participation with various knowledge resources. From digital lessons to gamification to integrated smart technologies capable of supporting specific learner needs, the opportunity for inclusion and universal accessibility is unprecedented. This study represents an important extension of prior research in this field, combining multiple empirical studies regarding smart technologies, accessibility effects, and learner quality of life (QoL) into a blueprint for future educational applications. Through a systematic literature review (SLR), studies from multiple databases using multiple empirical methods have been identified and thematically compared. The findings reveal that while smart technologies have the potential to revolutionize inclusive education, accessibility gaps persist, particularly for students with special needs, leading to disparities in learning opportunities and outcomes. Such gaps stem from insufficiently adaptive technologies, inadequate teacher training, and limited resource allocation for underserved communities. By targeting a bottom-up, participative design approach to technological identification and integration, a broader range of student needs can be accommodated, and technological accessibility can be ensured for a larger percentage of the secondary student population. This study recommends improving educational outcomes for all students, especially those with special needs, by prioritizing the development of adaptable, inclusive technologies and continuous utility assessments. This research synthesizes findings from multiple studies to evaluate the impact of smart accessibility on adolescent learning and quality of life, providing a framework for assessing and improving technological integration in secondary education.
新冠疫情之后，中等教育加速数字化，从根本上改变了学习者参与并利用各种知识资源的方式。从数字课程到游戏化，再到能够满足学习者特定需求的集成智能技术，实现包容性和普遍可及性的机会空前巨大。本研究是该领域先前研究的重要延伸，它将关于智能技术、可及性影响和学习者生活质量（QoL）的多项实证研究整合为未来教育应用的蓝图。通过系统的文献综述（SLR），已识别并按主题比较了来自多个数据库、采用多种实证方法的研究。研究结果表明，虽然智能技术有潜力变革全纳教育，但可及性差距依然存在，尤其是对有特殊需求的学生而言，这导致了学习机会和成果的差异。此类差距源于技术适应性不足、教师培训不够以及对服务不足社区的资源分配有限。通过采用自下而上的参与式设计方法来确定技术并进行整合，可以满足更广泛的学生需求，并确保更大比例的中学生能够使用技术。本研究建议，通过优先开发适应性强、具有包容性的技术以及持续进行效用评估，提高所有学生尤其是有特殊需求学生的教育成果。本研究综合多项研究的结果，以评估智能可及性对青少年学习和生活质量的影响，为评估和改进中等教育中的技术整合提供了一个框架。
