Artificial Intelligence and Innovative Educational Technologies in Students with Learning Disabilities: A Systematic Review

Abstract

This systematic review aims to evaluate the effectiveness of artificial intelligence (AI) and innovative educational technologies in the diagnosis and education processes of individuals diagnosed with learning disabilities (LD). Following the PRISMA 2020 guidelines, experimental studies published between 2015 and 2025 that applied AI or innovative technologies on individuals with LD were searched in the PubMed, ERIC, Scopus, and Web of Science databases. Thirty studies selected according to inclusion and exclusion criteria were analyzed. Most of the analyzed studies found that AI-based applications provided significant improvements in reading and writing skills and offered high accuracy in diagnostic processes. The studies examined focused primarily on dyslexia and attention skills. The most commonly used algorithms were identified as CNN, LSTM, and SVM. AI and digital technologies have the potential to provide personalized and accessible learning environments for individuals with LD. However, systematic policies, teacher training, and the development of ethical standards are required for the effective use of this potential.

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