Emerging Technological Trends and Their Contributions to Inclusive and Accessible Education (Published)
The rapid advancement of technology is reshaping global education systems, creating opportunities for inclusivity and accessibility in ways that were previously unattainable. Emerging technological trends, such as artificial intelligence, virtual and augmented reality, adaptive learning platforms, mobile applications, and assistive technologies, are transforming how learners access, engage with, and benefit from educational content. Using data from both secondary and interdisciplinary sources, and adopting the use of the Connectivism Theory, this study revealed that these innovations not only personalize learning experiences but also break down barriers related to geography, disability, language, and socioeconomic status. For instance, AI-driven tools facilitate individualized instruction, while digital learning platforms expand opportunities for remote and underserved communities. More so, the study revealed that assistive technologies empower students with visual, auditory, or cognitive impairments to participate fully in learning environments. It showed that despite these advancements, challenges such as the digital divide, infrastructural gaps, and concerns about data privacy persist. The study established that when strategically integrated with supportive policies and equitable access, these technologies can significantly advance the global agenda for inclusive, equitable, and quality education as envisioned in the United Nations Sustainable Development Goal 4 (SDG 4). The paper recommends the integration of digital learning tools, investment in assistive technologies, capacity building for educators, and affordable infrastructure and policy support etc. It concludes that emerging technological trends have become transformative forces in advancing inclusive and accessible education across the globe.
Keywords: Artificial Intelligence, ai-driven tools, assistive technology, cognitive impairment, digital learning
Neurocognitive Benefits of Assistive Technology on English Language Learners with Special Learning Needs (Published)
This research paper investigates the neurocognitive effects of assistive technology (AT) on English Language Leaners (ELL) with specific learning difficulties. Neurodevelopmental disorders bring major learning difficulties for students in conventional educational settings and may hinder comprehension, spelling, retention, time management and decoding abilities which impact their academic performance. AT offers innovative solutions to bridge the gap between limitations and learning and emerges as an essential intervention for learning by providing students with text-to-speech-to-text software (TTS and STT) and apps together with audiobooks, note-taking apps and lecture recordings. The researcher seeks to examine how specific AT interventions modulate cognitive functions such as attention, memory, and executive control in students with diverse learning needs by investigating the effects of multiple AT tools on thinking patterns together with their impact on reading, understanding and educational performance outcomes. The researcher designed this exploratory research that analyzes a series of observational data through observational methods. The study adds value to current research about inclusive classrooms and technological tools that help students with learning difficulties.
Keywords: Inclusive Education, Learning Difficulties, assistive technology, educational equity, neurocognitive processing