Document Type : Research Paper

Authors

• Mojghan Ghanat ¹
• Zeynab Rashidi ¹
• Fatemeh Jafarkhani ²

¹ Allameh Tabataba'i

² ATU

Abstract

Mobile learning, as a new paradigm in education, has significant potential to support learners with special needs, provided that a principled design is applied to the learning and teaching process. Therefore, the present study reviewed the literature in this area and followed the PRISMA guidelines to determine educational strategies based on mobile learning and related design considerations for students with special needs. A search for articles in reputable scientific databases including Google Scholar, ScienceDirect, and ProQuest was conducted using specialized keywords between 2010 and 2025, and 144 articles were extracted, and 18 relevant articles were analyzed after screening. The findings indicate that platforms and tools based on mobile technologies, especially artificial intelligence, have played an effective role in improving the educational process of this group of students with access and convenience, interaction and communication, personalization and adaptation to needs, and motivation and encouragement. Although the results demonstrate the high potential of these technologies in creating inclusive learning environments, the lack of longitudinal and comparative research to accurately measure their effectiveness is a major challenge. Also, the footprint of instructional design was not seen in many articles.

Keywords

• Mobile learning
• special education
• educational technologies
• artificial intelligence
• learning personalization