Microlearning and special educational needs: inclusive strategies to personalize learning
DOI:
https://doi.org/10.63688/b7ttjf16Keywords:
microlearning, inclusive education, special educational needs, personalized learning, accessibilityAbstract
Microlearning has emerged as an educational strategy based on brief, flexible, and accessible content, with potential to respond to different student needs. Its relationship with inclusive education is particularly relevant in contexts that seek to personalize learning and promote the participation of students with special educational needs.
A qualitative, documentary, and descriptive systematic literature review was conducted following the PRISMA 2020 guidelines. Studies published between 2020 and 2026 related to microlearning, inclusive education, special educational needs, and Universal Design for Learning were analyzed. After the identification, screening, and eligibility process, 16 scientific articles were selected.
The findings showed that microlearning can promote flexibility, accessibility, personalization, participation, and autonomy through brief content, videos, audio materials, images, and sequential activities. Of the analyzed studies, 37.5% focused mainly on microlearning, while 62.5% addressed inclusive education and special educational needs.
Microlearning shows potential as a complementary strategy for addressing special educational needs, provided that its implementation incorporates accessibility criteria, pedagogical adaptation, and teacher support.
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Copyright (c) 2026 Félix Javier Gómez Freire, Rosy Esperanza Moya Soria, Águeda Lucía Chicaiza Chiluiza, Janeth del Rocío Villacis Chugchilan, Martha Renee Changobalin Tite (Autor/a)
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