Digital Accessibility in Education: A Bibliometric Analysis

Abstract

This study uses bibliometric analysis to examine the relationship between Digital Accessibility and Education. Two different search queries were applied using two keywords in the research process: (1) “Digital Accessibility” and (2) “Digital Accessibility” and Education. These searches were conducted in the Web of Science (WoS), Scopus, and ERIC databases. Searches cover all areas, languages and types of publications between 2013 and 2024. The initial search yielded 1,544 records for the keywords “Digital Accessibility” and “Digital Accessibility and 924 records for Education”. The results from all three databases are filtered according to scientific studies published in the specified period to narrow down the data set. This research aims to contribute to the academic literature on Digital Accessibility and Education and provide a roadmap for future research, considering the critical effects of digital accessibility in education. Emphasizing the role of digital accessibility in education, this study also demonstrates the importance of increasing the quality and quantity of research in the field of digital accessibility. In this study, the data obtained using VOSviewer 1.6.20 software was visualized, and the trends in academic publications related to Digital Accessibility and Education were analyzed. In addition, scientific trends, academic collaborations and global contributions to Digital Accessibility and Education have been examined. This study aims to identify gaps in training related to digital accessibility and provide a roadmap for future research.

Keywords

• Accessibility
• education
• digital technologies
• e-learning
• inclusion
• COVID-19
• digital environment.

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