The accelerated digitalisation of secondary education following the Covid-19 pandemic has fundamentally altered the nature of learner engagement and participation with various knowledge resources. From digital lessons to gamification to integrated smart technologies capable of supporting specific learner needs, the opportunity for inclusion and universal accessibility is unprecedented. This study represents an important extension of prior research in this field, combining multiple empirical studies regarding smart technologies, accessibility effects, and learner quality of life (QoL) into a blueprint for future educational applications. Through a systematic literature review (SLR), studies from multiple databases using multiple empirical methods have been identified and thematically compared. The findings reveal that while smart smart technologies have the potential to revolutionize inclusive education, accessibility gaps persist, particularly for students with special needs, leading to disparities in learning opportunities and outcomes. Such gaps stem from insufficiently adaptive technologies inadequate teacher training and limited resource allocation for underserved communities. By targeting a bottom-up, participative design approach to technological identification and integration, a broader range of student needs can be accommodated, and technological accessibility can be ensured for a larger percentage of the secondary student population. This study recommends improving educational outcome for all students, especially those with special needs, by prioritizing the development of adaptable, inclusive technologies and continuous utility assessments. This research synthesizes findings from multiple studies to evaluate the impact of smart accessibility on adolescent learning and quality of life, providing a framework for assessing and improving technological integration in secondary education.  

Naeema Alhasan is an assistant professor in the Department of Special Education (KSU), and an assistant executive director for business development in the Universal Access Program at KSU. In addition, she is a vice chairman of Saudi Association for Special Education (GESTER) for Branches, Programs, and Financial Affairs, which is affiliated with King Saud University, and serves on the board of directors. Dr Alhasan achieved a master’s in special education in intellectual disability and learning disabilities at the Arabian Gulf University (Bahrain) and fulfilled a master’s in educational research and a doctoral programme in education at the University of Exeter (United Kingdom).