| Title |
Sustainable technology-enhanced learning for learners with dyslexia |
| Authors |
Iliska, Donatas ; Gudoniene, Daina |
| DOI |
10.3390/su17104513 |
| Full Text |
|
| Is Part of |
Sustainability.. Basel : MDPI. 2025, vol. 17, iss. 10, art. no. 4513, p. 1-24.. ISSN 2071-1050 |
| Keywords [eng] |
dyslexia ; inclusive education ; pedagogical models ; accessibility ; learning objects |
| Abstract [eng] |
Sustainable and technology-enhanced learning (TEL) plays a crucial role in supporting learners with dyslexia by providing accessible, personalized, and inclusive educational experiences. The case study discusses learning challenges of students with dyslexia due to both pedagogical and technological factors. Traditional teaching methods that rely heavily on text-based instruction can make it difficult for them to process and retain information. Many digital tools and learning platforms are not designed with accessibility features like text-to-speech or dyslexia-friendly fonts, making it harder for dyslexic students to engage with content. A lack of individualized instructional approaches, such as multisensory learning or adaptive learning technologies, can hinder their progress. Additionally, inadequate teacher training on dyslexia-friendly strategies can result in ineffective support in the classroom. The aim of this paper is to identify the most appropriate pedagogical and technological aspects and their applicability to the development of tools for dyslexic learners and to elucidate the most effective way of learning according to needs. This paper presents a case study on the learning object design to overcome dyslexia barriers and improve the quality of students’ learning. |
| Published |
Basel : MDPI |
| Type |
Journal article |
| Language |
English |
| Publication date |
2025 |
| CC license |
|
