Breaking Barriers: Examining Accessibility Research Within the Realm of Engineering Education Between 1986 and 2023
Issued Date
2024-01-01
Resource Type
Scopus ID
2-s2.0-105001830747
Journal Title
2024 IEEE 13th International Conference on Engineering Education: Dissemination and Advancement of Engineering Education using Artificial Intelligence, ICEED 2024
Rights Holder(s)
SCOPUS
Bibliographic Citation
2024 IEEE 13th International Conference on Engineering Education: Dissemination and Advancement of Engineering Education using Artificial Intelligence, ICEED 2024 (2024)
Suggested Citation
Narong D.K. Breaking Barriers: Examining Accessibility Research Within the Realm of Engineering Education Between 1986 and 2023. 2024 IEEE 13th International Conference on Engineering Education: Dissemination and Advancement of Engineering Education using Artificial Intelligence, ICEED 2024 (2024). doi:10.1109/ICEED62316.2024.10923782 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/109487
Title
Breaking Barriers: Examining Accessibility Research Within the Realm of Engineering Education Between 1986 and 2023
Author(s)
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
Exploration of disability representation within engineering education has been limited. There is also a noticeable absence of dedicated reviews on accessibility despite its potential to enhance inclusivity in engineering education. This bibliometric review of research aims to fill the knowledge gap by analyzing 252 Scopus-indexed publications spanning from 1986 to 2023. The descriptive analysis reveals a growing body of literature, primarily contributed by economically developed countries. Citation analysis identifies influential scholars, institutions, and sources, further enriching our understanding and knowledge of this domain. Moreover, keyword co-occurrence analysis uncovers key topics and research themes, including e-learning, assistive technologies, and learning systems and guidelines. Additionally, the study identifies research fronts indicating a shift toward Industry 4.0-related topics focused on promoting user-centered design, inclusion, equity, and accessible education through the use of cognitive technologies, artificial intelligence, augmented reality, and virtual learning. This study concludes by discussing notable gaps in the knowledge base and future research opportunities in such areas as curriculum designs, pedagogical approaches, Industry 5.0, and systematic integration of accessibility, ultimately aimed at enhancing inclusive education, enriching the learning experience, and improving learning outcomes for all students regardless of their abilities and backgrounds within engineering education.