Home⇛Universal Journal of Educational Research⇛vol. 5 no. 1 (2026)

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

Daniel Ndhlovu | Jumanne K Bunju

Discipline: Education

 

Abstract:

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.



References:

  1. Argente, J., Martınez-Rico, G., Gonzalez-Garcıa, R. J., & Ca`nadas, M. (2023). Bibliometric analysis on the implementation of evidence-based practices through building effective systems. Children (Basel, Switzerland), 10(5), 813. https://doi.org/10.3390/children10050813
  2. Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007
  3. Baako, I., & Abroampa, W. K. (2023). Research trends on ICT integration in education: A bibliometric analysis. Cogent Education, 10(2), 2281162. https://doi.org/10.1080/2331186X.2023.2281162
  4. Bornmann, L., & Leydesdorff, L. (2017). Skewness of citation impact data and covariates of citation distributions: A large-scale empirical analysis based on Web of Science data. Journal of Informetrics, 11(1), 164–175. https://doi.org/10.1016/j.joi.2016.12.001
  5. Bunju, J.K & Ndhlovu, D. (2025). Global Trends on Adoption of Online Distance Learning and Access to Higher Education Institutions for Visually Impaired Students During COVID-19: A Bibliometric Analysis. International Journal of Research and Innovation in Social Science (Ijriss), Volume IX, Issue VI, page (5428- 5445), DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000414
  6. Dziedzic, K., Barszcz, M., & Wiśniewski, T. (2023). Adaptation of the E-Learning Exercise Creator to the Needs of People with Disabilities with Impaired Access to Education. International Journal of Research in E-learning IJREL, 9(2), 1-25, DOI: 10.31261/ijrel.2023.9.2.06
  7. Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2017). Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education. 32 (1): 89–109. https://doi.org/10.1080/0885
  8. Kirby, A., (2023). Exploratory Bibliometrics: Using VOSviewer as a Preliminary Research Tool. Publications, 11(1), p.10. Available from: https://doi.org/10. 3390/publications11010010. 
  9. Kisanga, S. E., & Kisanga, D. H. (2020). The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania. Disability and Rehabilitation: Assistive Technology, 17(7), 791–800. https://doi.org/10.1080/17483107.2020.1817989
  10. Linnenluecke, M.K., et al., (2020). Conducting sys thematic literature reviews and bibliometric analyses. Australian Journal of Management, 45(2), pp.175–194. Available from: https://doi.org/10.1177/0312896219877678.
  11. Mallik P. & Mishra S. (2021). Evaluation practices of visually impaired students at elementary school level: Teacher perception. Solid State Technology, 64(2), 6521–6540. www.solidstatetechnology.us
  12. Mgonja, E. E., & Mwila, P. M. (2023). Special Needs Education Teachers: Their Roles in the Learning Process of Students with Special Needs in Inclusive Secondary Schools in Dar es Salaam City, Tanzania. Asian J. Educ. Soc. Stud, 42(3), 45-61. DOI: 10.9734/AJESS/2023/v42i3919
  13. Miyauchi, H. (2020). A Systematic Review on Inclusive Education of Students with Visual Impairment. Division of Disability Sciences, University of Tsukuba, 10(346). https://doi.org/10.3390/educsci10110346
  14. Mlolele, G. M., Muteti, Sr. Dr. C., & Mandila, Dr. T. (2023). Availability of Facilities and Learning Materials for Implementation of Inclusive Education in Public Primary Schools in Dodoma Region-Tanzania. International Journal of Research and Innovation in Social Science. (6), 1267-1291, https://doi.org/10.47772/ijriss.2023.7914
  15. Nantwi, W. K., & Asamoah, J. N. (2025). Assessing the Availability and Impact of Physical Support in Implementing Inclusive Creative Arts Education in Offinso Municipality. Creative Education, 16(6), 854-872. DOI: 10.4236/ce.2025.166053
  16. Ndhlovu, D, Bunju, J.K and Millanzi, W.C., (2025). Global Trend and Typologies of Common Pedagogies of Teaching Pupils with Visual Impairments in Integrated Primary Schools: A Bibliometric Analysis. International Journal of Research and Innovation in Social Science (IJRISS), Vol 9, June 2025, 2255-2273, DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000177 
  17. Ndibalema, P. (2025). A bibliometric analysis on the effects of digital media among children in the time of COVID-19 pandemic, Educational Technology Quarterly, Vol. 2025, Iss. 1, pp. 101–120 https://doi.org/10.55056/etq.868 33.
  18. Ndibalema, P. (2022). Constraints of transition to online distance learning in higher education institutions during COVID-19 in developing countries: A systematic review. E-Learning and Digital Media, 19(6), 595–618. https://doi.org/10.1177/2042753022110751034 . 
  19. Ndibalema, P. (2024). Global Trends on Adoption of Open Education Resources in Higher Education Institutions: A Bibliometric Analysis. Huria Journal, Special Issue, Vol 30(1), December 2023: 15-34, DOI:10.61538/huria.v30i1.1474 
  20. Nijakowska, J., & Guz, E. (2024). Inclusion and Accessibility in Teacher Education. Neofilolog, (62/1), 43-60. CEEOL - Article Detail
  21. Page, M.J., et al., (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, p.n71. Available from: https://doi.org/10.1136/bmj.n71. 
  22. Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional Development Activities and Teacher Performance. International Journal of Education and Practice, 9(3), 497-506, DOI: 10.18488/journal.61.2021.93.497.506
  23. Rahmat, N. E., Mahmood, A., & Othman, M. F. (2021). Legal Knowledge and Awareness of The School Teachers on The Educational Rights of Children with Special Needs in Malaysia. International Journal of Academic Research in Progressive Education and Development, 10(3), 579–590, DOI:10.6007/IJARPED/v10-i3/11099 
  24. Ridzig, G., Hrabéczy, A., & Hegedűs, G. (2024). Teaching English for Students with Special Educational Needs During the Pandemic. Central European Journal of Educational Research, 6(1), 20–31. https://doi.org/10.37441/cejer/2024/6/3/13357
  25. Sungwa, R. & Pembe, A. (2025). Mapping the integration of digital technology in mathematics learning for children with disabilities in inclusive early childhood education: A bibliometric study. International Journal on Studies in Education (IJonSE), 7(2), 388-409. https://doi.org/10.46328/ijonse.350
  26. Sungwa, R.S. (2025). Global perspectives on early childhood education policy: a bibliometric study, Cogent Education, 12:1, 2494460, DOI: 10.1080/2331186X.2025.2494460
  27. U Oji, E., C Okanume, A., & C Nwabueze, C. (2024). Enhancing the language education of students with special needs in Nigeria through information and communication technology (ICT): Challenges and prospects. Asian Journal of Education and Social Studies, 50(7), 65-73, DOI: 10.9734/ajess/2024/v50i71445
  28. UNESCO, (2023). Learning for all: Guidelines on the inclusion learners with disabilities in open and distance learning. UNESCO, France.
  29. UNESCO. (2020). Background paper prepared for the 2020 Global education monitoring report: Inclusion and education. Education of children with visual impairments in Sub-Saharan Africa: challenges and opportunities - UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000373773.
  30. UNESCO Office in Dar-es-Salaam and Tanzania UR. Ministry of Education and Vocational Training, 2015. ICT competency standards for teachers in Tanzania. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000234822.
  31. UNESCO. (2019). Beyond commitments: How countries implement SDG 4. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000366399
  32. UNICEF. (2022). Global report on assistive technology. World Health Organization
  33. UNICEF (2020). How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic. UNICEF Data and Analysis Section. Available from: https://www.itu.int/en/ITU-D/Statistics/Pages/youth_home_internet_access.aspx.
  34. Uttley, L., Quintana, D. S., Montgomery, P., Carroll, C., Page, M. J., Falzon, L., Sutton, A., & Moher, D. (2023). The problems with systematic reviews: A living systematic review. Journal of Clinical Epidemiology, 156, 30–41. https://doi.org/10.1016/j.jclinepi.2023.01.011 
  35. Walton & Engelbrecht (2022). Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education, 28(1) DOI: 10.1080/13603116.2022.2061608
  36. Xie, Z., Deng, M., & Zhu, Z. (2024). From regular education teachers to special educators: The role transformation of resource room teachers in Chinese inclusive education schools. International journal of inclusive education, 28(6), 857-874. https://doi.org/10.1080/13603116.2021.1968516
  37. Yaskevich, D. (2021). Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education.
    Psychology of Environmentally Responsible Behavior, Volume (258), Issue
    (E3S Web Conf.), page (9), DOI:
    https://doi.org/10.1051/e3sconf/202125807086

     


Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic