Advancing inclusive smart learning environments: a systematic review of technologies, challenges, and best practices for students with disabilities

Abstract This systematic literature review (SLR) explores the roles of Smart Learning Environments (SLEs) in fostering inclusive education for students with disabilities, with a focus on their applications, challenges, and best practices. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this study conducts a rigorous analysis of peer-reviewed articles and conference proceedings from six academic databases. Our study identifies current applications and key technological advancements that enhance accessibility and learning outcomes for students with disabilities. By synthesizing current findings, it also addresses systemic barriers faced by learners with disabilities when engaging with SLEs. It also provides actionable insights for designing and implementing SLEs that promote equity, inclusivity, and empowerment in diverse educational contexts. From an initial pool of 2297 sources published between 2019 and 2024, a rigorous screening and eligibility process resulted in the selection of 43 studies. These studies provide valuable insights into how SLEs can address the diverse needs of students with disabilities while highlighting persistent barriers and areas for improvement. Our study demonstrates the transformative potential of SLE in redefining education for students with disabilities. While these advancements improve learning experiences, ongoing challenges restrict their potential. To bridge these gaps, universal design must be implemented, as well as strengthened regulatory frameworks and targeted professional development. Future research should focus on large-scale, longitudinal studies to examine the long-term impact of SLEs and make significant progress toward truly inclusive education.