Reimagining inclusive education through digital platforms: A narrative review

Abstract

The present narrative review aims to provide an overview of the recent literature focusing on the potential benefits as well as challenges, and gaps in knowledge of using digital platforms in inclusive education, more specifically for special education classrooms. Inclusive education is a worldwide concern and the emergent digital age has expanded the relevance of digital platforms to assist diverse learners. Although these tools present new possibilities for access and differentiation, concerns exist regarding fair implementation, teacher preparedness and sustainability. A narrative review of the pertinent literature was performed using Scopus, Web of Science, ERIC, and Google Scholar as well as reference list screening. Thematic synthesis of studies in English between 2021 and 2026 was conducted. Digital designs can help to advance inclusive practices, such as accessibility, personalization and student engagement. But issue is often short-sighted and perception driven with equity challenges continuing in the areas of access, educator capacity, and student voice. Cloud platforms are not automatically inclusive; their effects depend on pedagogy, teaching support and equity- focused policies. More longitudinal and nonselective studies are required.