Beyond Braille: A Systematic Review of Assistive Technologies and Inclusive Pedagogy in STEM Higher Education for Students with Visual Impairments

Abstract

Persistent reliance on braille and misconceptions about its role continue to influence discussions on inclusion for students with visual impairments in STEM higher education. This systematic qualitative review examines 52 peer-reviewed articles from an initial pool of 142, exploring how assistive technologies, Universal Design for Learning, and inclusive strategies improve students with visual impairments participation in STEM. Findings highlight the importance of accessibility, educator training, and interdisciplinary collaboration. The study recommends a multidimensional approach by combining haptic-tactile, auditory, and kinesthetic strategies with traditional teaching methods. Instead of using assistive tools alone, a comprehensive framework is proposed to meet these students diverse learning needs. Universal design for learning-guided resources such as audio materials, haptic-tactile graphics, and interactive content can enhance engagement and academic success. The review advocates for systemic reforms in higher education and equitable access to STEM in African and European settings. Future research should test inclusive models across STEM and non-STEM courses in various institutions and evaluate their long- term effects on learning and participation.