Global Research Trends on Learning Resources Accessibility for Pupils with Visual Impairments in Integrated Primary Schools: Bibliometric Analysis

This study employed a bibliometric approach to analyse global research trends on learning resource accessibility for pupils with visual impairments in integrated primary schools. Using the Dimensions scientific database, 82 peer-reviewed empirical studies published between 2020 and August 2025 were examined with VOSviewer 1.6.20 to identify leading authors, journals, countries, organizations, and thematic areas. Findings revealed that Palacious-Rodriguez, Antonio; Ruiz-Palmero, Julio; and Batanero, Jose Maria Fernández were the most influential authors, producing high-impact research shaping inclusive education discourse. The British Journal of Educational Technology, Education Science, and Disability & Society emerged as the top publishing outlets, providing interdisciplinary platforms for scholarship on accessibility and assistive learning technologies. Among institutions, the University of Seville, University of Punjab, and University of Technology Malaysia led in publication impact, while African universities, notably the University of Zambia and University of Dar es Salaam, demonstrated growing regional engagement. Country-wise, the United Kingdom and Russia recorded the highest publication outputs and citations, whereas Tanzania and Zambia showed emerging but influential contributions reflecting low- and middle-income contexts. Keyword co-occurrence analysis revealed dominant clusters such as technology, inclusion, policy, access, and learners, reflecting a global focus on equitable education through assistive and digital technologies. Despite increased research attention, persistent disparities in learning resource accessibility remain, underscoring the need for enhanced collaboration, policy innovation, and investment in assistive technologies to promote inclusive, equitable, and quality education for pupils with visual impairments.