Accesibilidad de contenidos digitales en plataformas virtuales para estudiantes universitarios con discapacidad: revisión sistemática

Background: The digitization of higher education has changed how teaching is conducted in universities. Furthermore, it has created new barriers that hinder access to content on virtual learning platforms for students with learning difficulties and/or disabilities. This is particularly concerning given that digital accessibility is a right recognized by the Convention on the Rights of Persons with Disabilities. Objective: To analyze the standards, technologies, and pedagogical practices aimed at making digital content accessible on virtual learning platforms for university students with learning difficulties and/or disabilities. Methodology: A systematic review based on the PRISMA 2020 methodology was conducted, selecting 21 original articles published between 2022 and May 2026, retrieved from Scopus, Web of Science, and SciELO. Results: Recurring patterns were observed in the application of Universal Design for Learning and the WCAG 2.1 guidelines, along with an increasing use of assistive technologies based on artificial intelligence and gaps in teacher training, institutional adoption, and coverage of cognitive disabilities. Conclusion: Effective accessibility requires linking technical standards, inclusive pedagogical design, and institutional policies that place students with disabilities at the center of university instructional design and guide future research toward evaluating the impact of accessible interventions.