Challenges to Accessibility in Virtual Distance Education: A Bibliometric Study

Sam C.; Imbaquingo D.; Albarracín R.; Massón V.; Guerra J. · Data and Metadata (2025) · DOI: 10.56294/dm2025761

Resumen

Introduction: the study provided a comprehensive bibliometric analysis addressing the challenges for virtual distance education, primarily among populations facing significant barriers, such as individuals with disabilities, web accessibility constraints, and those affected by diverse socioeconomic or geopolitical factors. Method: the analysis encompassed publications from the last ten years. A co-occurrence approach was employed to identify thematic trends, conceptual relationships, and geographic contributions. Data were filtered for relevance and subjected to quantitative indicators (e.g., publication counts by year) to track research evolution. Results: the findings indicated a marked increase in scholarly attention to enhancing accessibility in virtual education, as evidenced by rising annual publication volumes. The United States, China, and the United Kingdom emerged as the leading contributors to this scientific discourse. Key challenges identified included technological barriers, socio-economic disparities, and the need for inclusive pedagogical strategies targeting marginalized groups. Conclusions: the analysis underscored the importance of a multidimensional and inclusive approach to advancing digital education. By highlighting persistent obstacles and emerging solutions, the study informed policy, technological innovation, and instructional design aimed at fostering equitable participation in virtual distance education for underrepresented communities.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad San Ignacio de Loyola