Breaking Barriers: Examining Accessibility Research Within the Realm of Engineering Education Between 1986 and 2023

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.