Track Program Chairs

• Fahriye ALTINAY, Near East University, Cyprus [coordinator]
• Mohamed JEMNI, Arab League Educational Cultural and Scientific Organization (ALECSO), Tunisia
• Mohamed Koutheair KHRIBI, Mada Academy, Qatar Assistive Technology Center Mada, Qatar

Track description and topics of interest

Future education is increasingly shaped by the principles of inclusion, social justice, equity, and accessibility. Establishing an inclusive educational ecosystem is essential to ensuring quality education for all and advancing the global commitment to sustainable development under the vision of “Leave No One Behind”. In this context, technology plays a pivotal role in widening access, fostering participation, and enabling open and inclusive digital education for diverse learner populations, including people with disabilities and those with special educational needs.

Technology-supported education offers unprecedented opportunities to remove traditional learning barriers by providing equitable access to educational resources, applications, and services within the knowledge society. Educational artifacts, both digital and tangible, create safe, structured, and predictable learning environments that enhance motivation, interaction, and collaboration, particularly through immersive and 3D learning experiences. The rapid evolution of emerging technologies, multi-touch interfaces, tangible learning tools, and sensor-based systems introduces new pedagogical possibilities that support concrete, experiential, and multisensory learning, especially beneficial for learners with disabilities. Furthermore, Interactive software, augmented and virtual reality, artificial intelligence-driven systems, robotics, and emerging immersive technologies are reshaping constructivist learning practices and enabling adaptive, personalized, and accessible learning pathways. Open online learning, and accessible open educational resources (OER) further contribute to democratizing education for all by providing flexible, location-independent, and time-independent access to lifelong learning opportunities and strengthen participation among marginalized groups.

As technology enhance learning practices are increasingly becoming embedded in everyday life, accessibility is no longer solely linked to individual impairments but to the capacity of learning environments to adapt to the diverse requirements and needs of each learner. Nevertheless, people with disabilities continue to face significant barriers, technical, organizational, social, and economic, that restrict their full and active participation in education.

The TeDISABLE track aims to serve as a dedicated forum for presenting and discussing innovative trends and future-oriented research that address these challenges and unlock the transformative potential of technology-supported education. The track promotes research and practices that advance open and inclusive digital education through approaches such as Universal Design for Learning (UDL), participatory co-design with persons with disabilities, inclusive digital learning environments, and emerging technological solutions supporting lifelong learning.

By fostering critical dialogue and interdisciplinary collaboration, TeDISABLE seeks to contribute to the development of ethical, adaptive, and inclusive learning ecosystems where emerging technologies empower learners with disabilities as active participants, co-creators, and agents of change within the digital education landscape.

Track Objectives

This track aims to:

• Promote research-driven innovation for inclusive and accessible education leveraging technology
• Foster interdisciplinary dialogue across education, technology, and disability studies
• Highlight scalable solutions for learners with disabilities in diverse contexts
• Encourage evidence-based practices aligned with international accessibility standards
• Strengthen collaboration among global stakeholders for inclusive digital ecosystems

Thematic Clusters and Topics of Interest

A. Inclusive Pedagogies & Learning Design

• Universal Design for Learning (UDL) implementation using technology
• Pedagogical frameworks for disability and inclusive learning
• Technology-enhanced inclusive curricula design
• Inclusive assessment technologies and strategies
• Teachers’ professional development for inclusive digital education
• Case studies and models of inclusive classroom integration
• Neurodiversity and technology-supported learning
• Hybrid and blended models for accessible education

B. Emerging Technologies for Digital Inclusion in Education

• Artificial Intelligence for personalized inclusive digital learning
• Artificial Intelligence for special education
• Generative AI for adaptive and accessible educational content creation
• Metaverse and immersive environments for PWD education
• Virtual and augmented reality for inclusive learning experiences
• Robotics and humanoid interfaces for disability support
• Intelligent tutoring systems for learners with disabilities
• Serious games and gamification for inclusive education
• IoT-enabled inclusive learning environments

C. Accessibility & Assistive technology Solutions

• Assistive technologies in education and lifelong learning
• Digital accessibility standards and compliance (WCAG, EN 301 549, etc.)
• AI for digital accessibility and Assistive technologies
• Usability and accessibility evaluation of digital learning platforms
• Mobile and cloud-based solutions for PWDs
• Inclusive OER and accessible educational content ecosystems
• Multimodal interaction (voice, tactile, gesture-based systems) to enhance learning experiences
• Adaptive interfaces and accessibility-by-design approaches
• Learning analytics for disability-sensitive personalization

D. Social, Ethical & Governance Dimensions

• Ethical implications of AI in disability education
• Participatory and co-design approaches involving PWDs
• Policy frameworks for inclusive digital transformation
• Policy frameworks for AI in inclusive education
• Governance models for inclusive education systems
• Caregivers’ role and technological mediation
• Women role on tech inclusive practices adoption
• Gender and intersectionality in inclusive technology practices
• Managerial and leadership roles in promoting accessibility
• Evaluation frameworks for inclusive EdTech effectiveness

Track Program Committee

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