The integration of technology in higher education offers opportunities to create inclusive learning environments. However, students with visual impairments (SVIs) face barriers that restrict their full participation. This study presents a systematic literature review of research on technological inclusivity for SVIs in higher education, guided by the ROSES (Reporting Standards for Systematic Evidence Syntheses) framework. A systematic search across multiple databases identified 60 eligible studies, which were critically analysed and synthesised into five themes: student experiences with technology, the roles of teachers and peers, the social impact of digital inclusion, barriers to access, and methodological approaches. The findings reveal that while assistive technologies such as screen readers and Braille display support learning, challenges remain, including inaccessible digital content, limited infrastructure, and inadequate faculty training. Most studies employed qualitative methods, highlighting lived experiences but leaving gaps in large-scale empirical evidence. The review situates these findings within broader milestones, including the Convention on the Rights of Persons with Disabilities (CRPD), the development of assistive technologies, the adoption of Universal Design for Learning (UDL), and the digital expansion accelerated by the COVID-19 pandemic. Looking forward, emerging technologies, particularly artificial intelligence (AI) and immersive tools, offer opportunities to enhance inclusivity through adaptive learning systems and stronger institutional compliance with accessibility standards. Overall, the review emphasises that achieving equity requires systemic reform, pedagogical innovation, and technological progress. Ensuring technological inclusivity for SVIs demands more than mere access to tools; it requires transformative approaches that embed accessibility into the very fabric of higher education. • Synthesises 60 studies on technological inclusivity for SVIs in higher education. • Barriers include inaccessible content, poor infrastructure, and a lack of training. • AI and immersive tools show promise for adaptive, personalised SVI learning. • Qualitative methods dominate; more mixed-methods research is urgently needed. • True inclusivity requires UDL integration and proactive institutional reform.
Gidisu et al. (2026) studied this question.