USE OF INCLUSIVE TECHNOLOGIES IN HIGHER EDUCATION IN CHILE: SYSTEMATIC REVIEW (2019–2024)

Abstract

This study presents a systematic review of the use of inclusive technologies in higher education in Chile, covering the period from 2019 to 2024. It aims to understand how these technologies have been implemented to benefit students with various disabilities in the university context. Method A total of 63 documents from both public and private universities were analyzed, selected through strict inclusion and exclusion criteria in accordance with the PRISMA protocol. The review focused on the technological tools used, the types of disabilities addressed, the geographical distribution of the initiatives, the gender of the benefiting students, and the institutional frameworks for implementation. Results The findings reveal an increase in the adoption of accessible platforms and technological resources primarily aimed at students with visual and motor disabilities, while other categories of disabilities receive less attention. Additionally, significant gaps were identified in terms of territorial coverage, gender, and intersectional approaches, as well as institutional challenges related to sustainability, evaluation, and the impact of these initiatives. Discussion Recommendations are proposed to strengthen institutional accessibility policies, promote interdisciplinary teacher training, and encourage collaboration among universities. This study contributes to highlighting the tensions and opportunities that shape the landscape of educational inclusion in the current Chilean university context, emphasizing the need for a more comprehensive and equitable approach to the implementation of inclusive technologies.

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