Achtypi, A., Isiaka, A., Schildt, J. and Arico, F. (2025) Technology-enhanced learning in higher education institutions: Exploring the lived experiences of students with specific learning differences and their lecturers. British Educational Research Journal. , pp. 1-22. 1469-3518.
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Abstract:
This paper challenges the prevailing assumption that technology-enhanced learning (TEL) inherently benefits all students in higher education, examining how undergraduate students with specific learning differences (SpLDs) and/or autism spectrum disorder(ASD) use technology for learning. Through qualitative interviews with 20 students and 17 lecturers at a mid-sized UK university, we argue that while TEL offers flexibility and multimodal access to learning, it is also mediated by exclusionary institutional contexts. We support this argument by exploring how institutional and pedagogical misalignments may hinder effective technological integration for students with SpLDs. Following Abbott (2007a), we also argue that digital inclusivity cannot be achieved solely through technology; rather, it requires a contextual understanding of individual learner needs, institutional practices and lecturer preparedness. We emphasise that, to ensure students with SpLDs and/or ASD benefit from the increasing reliance on technology in higher education, institutions need to develop a holistic policy approach that takes cognisance of the complex interaction among technology, the individual, and the university context.
Additional Information:
© 2025 The Author(s). British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association Ethical approval for this study was obtained from the University of East Anglia, UK (approval number: ETH2324-1745) and all research procedures adhered to the ethical guidelines outlined by the British Educational Research Association (BERA, 2024).
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:
Achtypi, A., Isiaka, A., Schildt, J. and Arico, F.
Faculties, Divisions and Institutes:
Date:
1 October 2025
Date Type:
Publication
Page Range:
pp. 1-22
Journal or Publication Title:
British Educational Research Journal
Number of Pages:
596344
Language:
English
ISSN:
1469-3518
Status:
Published / Disseminated
Refereed:
Yes
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