This systematic review investigates the integration of digital learning technologies in inclusive education, synthesizing a decade of evidence to understand how technological tools and strategies can enhance learning experiences for diverse student populations. The review aims to provide a comprehensive understanding of how digital tools can be applied to support inclusive education, particularly in environments that require adjustments to meet the needs of all learners.

The methodology followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A thorough search was conducted across multiple academic databases for studies published between 2015 and 2025, using keywords such as “digital learning technologies,” “inclusive education,” and “assistive technology.” Inclusion criteria focused on peer-reviewed articles exploring the application of digital learning tools in inclusive education contexts. After screening and review, 34 studies were deemed eligible. Data were extracted using a structured framework and synthesized narratively, ensuring the validity and reducing potential bias through the use of quality checklists.

The findings suggest that the successful integration of digital technologies in inclusive education largely depends on the alignment of strategies, tools, and teaching approaches. The review highlights how technology, when implemented thoughtfully, can bridge gaps in accessibility, enhance student engagement, and improve learning outcomes for diverse learners. Digital tools not only support the individual needs of students but also foster greater equity in educational opportunities, contributing to the sustainability of inclusive practices. However, challenges such as the need for teacher training, reliable infrastructure, and context-appropriate tools were identified, which should be addressed for effective and lasting impact.

This review provides valuable insights for educators, policymakers, and researchers aiming to integrate digital learning technologies into inclusive education practices. It calls for further research on the use of technology in diverse educational settings, emphasizing the importance of professional development for teachers and the creation of policies that support inclusive digital pedagogy. Limitations of the review include the focus on English-language studies and the relatively short time frame considered, which may not fully capture long-term trends. Nonetheless, the review offers a crucial synthesis of the current state of digital learning in inclusive education, contributing to the broader understanding of how these technologies can create more inclusive, accessible, and effective learning environments.

Keywords: Digital learning technologies, inclusive education, assistive technology, educational equity, digital pedagogy, learning outcomes, teacher professional development.