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Social sustainability and user centered design: technological requirements for educational inclusion

Author

Listed:
  • Violeta Alicia Rangel Rodríguez
  • Teresa de Carmen Cabrera Gómez
  • Felipe Villarreal Wong

Abstract

In this research, a study of scientific production on social sustainability, user-centered design and technological needs oriented to educational inclusion in the period from 2016 to 2026 was carried out. Methodology: A systematic review was carried out according to the PRISMA approach based on articles published in journals indexed in Scopus or SciELO. Equations were made on inclusive education, assistive technologies, digital accessibility, universal design for learning, social sustainability, educational inclusion in Spanish and English. After the identification and screening procedures, 25 articles were located for subsequent qualitative synthesis. Results: The qualitative synthesis shows that technology-mediated educational inclusion is possible thanks to usability, accessible feedback, personalization of learning, interoperability, multimodal accessibility, technical-pedagogical support, and institutional sustainability. Educational barriers have been identified, such as the digital divide, poor teacher training, deficient infrastructures or poor involvement of users in the design of technologies. Conclusion: inclusive educational technologies must be developed based on the needs of students, teachers and institutions, considering accessibility, equity and social sustainability and participation.

Suggested Citation

Handle: RePEc:cxn:desarr:v:3:y:2026:i:1:id:21
DOI: 10.63688/desarrollo.v3.i1.21
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