Introduction: Disability sensitivity plays a vital role in enabling students with disabilities to actively participate in the learning process. Objective: This systematic literature review aimed to explore the implementation of educational media in promoting disability sensitivity and fostering inclusive education. We synthesized evidence on which educational media are used to promote disability sensitivity, how these media are implemented in practice, and their measured impact on disability sensitivity. Method: A total of twenty-two studies published between 2015 and 2025, indexed in the Scopus and ScienceDirect databases, were selected using a PRISMA flow diagram. These studies were analyzed through thematic analysis and utilized VOSviewer application to analyze keyword co-occurrence. Results: The findings revealed a consistent pathway linking media, attitudes, and inclusion. Frequently used educational media, both digital and non-digital included picture/storybooks, comics, animated videos/TV shows, interactive mobile applications, social media initiatives, and educator-focused LMS modules. Media for educators and staff were embedded in professional development programs with pre/post assessments, while media for students were integrated into classroom lessons and paired with teacher-led reflections. Social media platforms extended communication with families and communities. Most studies reported improvements in knowledge, positive attitudes (e.g., empathy, reduced stereotyping), and behavioral changes (e.g., peer acceptance, inclusive routines) occurred when media were combined with guided discussion with instructors and ongoing coaching. Conclusions: The implementation of educational media should be accompanied by structured facilitation, continuous professional development, and school–home communication to translate sensitivity into everyday inclusion.
Istiqomah et al. (Wed,) studied this question.