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Digital technologies have transformed how information is accessed and shared; however, individuals with disabilities continue to face significant barriers in engaging with educational content. The shift to electronic formats presents an opportunity to promote inclusion by integrating accessibility features. Accessible e-books are essential for fostering equitable participation in learning environments, supporting lifelong learning, and aligning with global sustainability goals such as SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). While international frameworks like the Web Content Accessibility Guidelines (WCAG) advocate for accessible publishing, significant gaps remain. This paper presents a Systematic Literature Review (SLR) aimed at examining the role of accessibility features in shaping the quality, usability, and affordability of e-books. Based on well-defined guidelines, we defined and executed an SLR protocol, identifying 1618 studies in seven different scientific databases. At the end of the review process, we selected 74 studies to answer four research questions related to the accessibility features employed by e-books and their reading platforms. By synthesizing existing evidence, this review highlights barriers, best practices, and strategic pathways to inform educators, publishers, and policymakers. Ultimately, this study advocates for the development of inclusive and sustainable digital content ecosystems that meet the diverse needs of all learners.
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Stored only when both papers are in the corpus — 5 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.