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Beatrice Ngulube, Tshwane University of Technology, South AfricaAbstract
Technological advancement is transforming educational practice, reshaping how learners engage with content and how educators design instruction for increasingly diverse classrooms. Rapid digitalisation therefore demands rigorous inquiry into how technology intersects with inclusive pedagogy to address learner heterogeneity and reduce persistent classroom inequities. This study used a PRISMA 2020 systematic review methodology to examine the benefits and limitations of technology in inclusive classroom contexts, systematically searching the ERIC database and Google Scholar for peer-reviewed articles published between 2023 and 2025. Fifteen studies met the eligibility criteria and were included in the qualitative synthesis. The findings indicate that technological tools enhance student engagement, knowledge retention, and tolerance for variation in individual learning pace, while fostering more inclusive and equitable learning environments. Educators who integrate digital technologies strategically also tend to cultivate soft skills that expand learners' future employment competencies. Conversely, over-reliance on digital tools may impede the development of independent thinking, sustained focus, and higher-order cognitive capacities such as critical thinking and creativity. The review therefore recommends that governments, curriculum developers, and initial teacher education institutions redesign educational programmes to address the diverse needs of all learners in mainstream classrooms, and that ongoing professional development equip educators with the digital pedagogical competencies required to deploy technology in ethically responsible, contextually appropriate, and pedagogically effective ways. These findings carry important implications for educational policy and practice in the Global South, where the tension between digital opportunity and infrastructural constraint remains acute.
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Conference: PCAH2026Stream: Teaching and Learning
This paper is part of the PCAH2026 Conference Proceedings (View)
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