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Abstract Educational technology has advanced considerably over the past two decades, yet media accessibility and inclusion still require significant improvement. These areas remain major barriers for many students with disabilities. This descriptive systematic review aims to provide an overview of current research, offering a concise analysis of key concepts related to media accessibility and inclusivity in education. The review examines the frequency and prominence of these themes in research. Recognized journals from the Web of Science (WoS) database were searched without a specified timeframe, resulting in the critical analysis of 14 review articles published between 1998 and 2023. The findings reveal a limited state of the art in this area, highlighting the need for further research and development. An in-depth analysis indicates that themes of inclusivity and accessibility appear with varying frequency, influenced by several factors. These factors include regulatory standards, the direct impact on disabled learners, the emergence of new technologies, and the historical prominence of inclusivity in research literature and the interdisciplinary nature of accessibility.
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