Technology-enhanced learning (TEL) is a research field occupied with how teaching and human learning can be supported through the help of digital tools for increased efficiency, effectiveness, learnability, and pedagogical values by applying verified learning theories supported by analyses of the data generated by the students’ activities. Research in TEL is closely related to a social mandate that is becoming eminent in education nowadays: digitalizing education in an accessible, ethical and sustainable way. Most literature on TEL has focused on technological aspects, pedagogical approaches, ethical considerations or accessibility concerns in isolation, often within different research communities. Also, with generative AI's broad and unpredictable impact, these gaps could widen further. This commentary paper aims to bridge these gaps by offering an integrated perspective addressing all three aspects—technology, pedagogy, and accessibility—while examining intersections and implications from multiple viewpoints. From a historical perspective, various educational technologies have facilitated the scaling of different pedagogies and contributed to students' understanding by enhancing personalized learning, expanding visualization possibilities, and improving access to learning materials. While television and radio enabled remote learning, technological advancements in recent decades have significantly increased accessibility, such as radio and TV learning programs, to the emergence of e-learning platforms, adaptive learning systems, and artificial intelligence-driven educational tools. However, it is essential to acknowledge that, despite these advancements, technology-supported educational tools often remain more accessible to learners from developed countries or those with a high socio-economic background who can afford the costs and possess the necessary skills for effective use of these tools.

We explore three key dimensions of TEL:
1) Technological advancements and their implications for digital learning,
2) pedagogical models that leverage technology to improve teaching and learning outcomes, and
3) accessibility considerations that ensure equitable participation for all learners independent of their abilities/disabilities or other learning barriers.

From an accessibility perspective, we fear we are blindfolded and running into the future without considering the potential exclusion that these new technologies entail. We need to address accessibility challenges by designing tools for people with disabilities to avoid them being forgotten again, thinking about how to apply the born-accessible approach rather than retrofitting it to comply with contemporary legislation. The paper concludes with recommendations for future research that holistically integrates these dimensions. Different perspectives about TEL emphasizes a critical thinking approach when integrating new technology, focusing on its benefits for enhancing pedagogy or applying a widely accepted and familiar pedagogical approach, such as personalized learning, to make education more accessible to a broader range of learners. We need to be able to provide many more students with newer, relevant, and actual content, when they need it, at the speed they need. There is no way that this can be done by traditional university education methods. The potential for different technological tools to enhance pedagogy, support learning, and make the teaching process more efficient is huge.

Keywords: Technology, Learning, Accessibility, Pedagogy, AI.