Analyzing the problem of digital accessibility in e-learning in psycho-pedagogical literature
The article aims to analyze Russian-language publications on the digital accessibility of e-learning, identify general publication trends, cluster thematic links, and formulate proposals for developing the scientific field of digital educational inclusion. A bibliometric review of 106 Russian-language articles on digital inclusion in education, published between 2012 and 2024 and indexed in eLibrary.Ru, was performed. Data were retrieved using a two-part query and screening to exclude irrelevant documents. The bibliometric networks were visualized using VOSviewer and augmented with descriptive statistics and regression models to identify publication activity trends. Temporal analysis revealed an increase in publication activity after 2019, which coincided with the global shift toward digital education during the pandemic. Thematic trends revealed a preponderance of discussion-analytical articles (45.3%) addressing digital inequality, while empirical and theoretical studies were underrepresented (22.6% and 17.9%, respectively). Analyzing keywords by their co-occurrence in publications identified four thematic clusters: 1) assistive technologies and inclusive practices in education, 2) the digital transformation of the educational environment and teacher training, 3) the digital accessibility of electronic educational resources, and 4) the pandemic as a catalyst for digital inclusion. The analysis of keyword density revealed two non-overlapping semantic areas that characterize the key research vectors in the field of digital inclusion: the introduction of assistive technologies and adaptive strategies in education, and the overcoming of technical barriers to accessibility by complying with WCAG recommendations. Synthesizing these approaches could lead to the development of inclusive solutions that meet international standards. The study revealed several shortcomings: limited productivity of authors (an average of 1.1 publications per author), low citation rates (an average of 6.2 citations per article, with 37.7% of articles receiving no citations), insufficient attention to learners with cognitive and neurological disabilities, and a lack of studies on integrating the latest information and communication technologies to improve the accessibility of electronic educational resources and environments. The results confirmed the need to strengthen the methodological basis of digital accessibility in e-learning through cross-cluster and interdisciplinary work. Additionally, it is necessary to intensify empirical research in the field of digital inclusion to obtain scientifically sound results based on real data and validated methods. Exploring the applicability of machine learning, artificial intelligence, and augmented reality methods to analyze inclusive educational environments, improve the overall accessibility of e-learning, and develop personalized assistive solutions is promising. The authors declare no conflicts of interests.
Keywords
digital accessibility,
digital inclusion,
e-learning,
assistive technologies,
adaptive learning,
bibliometric analysisAuthors
| Kosova Yekaterina A. | V.I. Vernadsky Crimean Federal University | lynx99@inbox.ru / kosovaea@cfuv.ru |
| Galustyan Olga V. | Southern Federal University | ovgalustyan@sfedu.ru |
Всего: 2
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