The rise in the uptake of technology in UK higher education has generated a number of terms used to describe the complex interaction between technology and learning. We have moved from ‘information and communication technology (ICT) for learning’ to ‘educational technology’, from ‘computer-based learning’ to ‘online education’ and to ‘learning technology’, later ceding position for ‘technology-enhanced learning (TEL)’, which became a dominant term across UK university support units at the turn of the 21st century (Bayne, 2014). The fleeting nature of ‘naming’ how technology is used in education generally has contributed to an ongoing struggle to define what TEL actually means (Kirkwood and Price, 2014). This ambiguity persists despite a growing body of empirical research highlighting the potential of TEL to improve learning and teaching experiences (McNicholl et al., 2019). Within this evolving landscape, our study challenges the prevailing assumption that TEL inherently benefits all students in higher education. While TEL is often positioned as beneficial for all learners (Bayne, 2014), its implications for neurodivergent students are less consistently understood, making it difficult to reach firm conclusions (McDowall and Kiseleva, 2024). Emerging studies suggest that technology can both enable and constrain learning depending on how it is designed, implemented and supported, with the experiences of students with Specific Learning Differences (SpLDs), Autism Spectrum Disorder (ASD) and Attention Deficit (Hyperactivity) Disorder [AD(H)D] reinforcing the need for more inclusive and flexible approaches (Coxon et al., 2022). Taking these points into consideration and drawing on our previous work conducted in a single higher education institution (HEI) (Achtypi et al., 2025), this study extends the Page 64 analysis across multiple UK HEIs. It explores how TEL is used by undergraduate students with SpLDs, ASD and AD(H)D, together with their lecturers, to support learning and teaching. With the rising number of students with SpLDs entering UK HEIs (HESA, 2025), this study aims to contribute to our understanding of how TEL impacts the learning experiences of students with dyslexia, dyscalculia, dyspraxia and AD(H)D (Achtypi et al., 2025; Coxon et al., 2022). Echoing critiques of what is often “taken for granted” in literature on TEL (see Bayne, 2014), this study also ‘takes context seriously’ by examining how institutional contexts mediate the complex relationship between the individual and the technology (Abbott, 2007). To address these aims, we asked students and staff about the TEL tools and practices they currently use and their perceptions of their effectiveness. We situate their understanding and experiences of these tools within institutional policy and practice contexts to offer evidence-based suggestions for how institutions can develop more inclusive and effective use of TEL for all learners. For clarity, TEL is used in this paper to describe the use of digital technologies that support teaching and learning, including virtual learning environments, interactive applications, online and cloud-based resources and communication platforms. Methodologically, semi-structured interviews were conducted with 21 students and lecturers across four UK universities of different sizes. In addition, publicly available institutional documents, such as policy documents on TEL, accessibility and disability inclusion, were reviewed to map existing approaches to TEL and support for students with SpLDs. Taking into consideration student and staff experiences, the analysis provides evidence on how institutions of different sizes and contexts can further embed technology to enhance inclusion and participation in learning.
