Technology-enhanced learning (TEL) is a research field occupied with how teaching and human learning can be supported through the help of digital tools for increased efficiency, effectiveness, learnability, and pedagogical values by applying verified learning theories supported by analyses of the data generated by the students’ activities. Research in TEL is closely related to a social mandate that is becoming eminent in education nowadays: digitalizing education in an accessible, ethical and sustainable way. Most literature on TEL has focused on technological aspects, pedagogical approaches, ethical considerations or accessibility concerns in isolation, often within different research communities. Also, with generative AI's broad and unpredictable impact, these gaps could widen further. This commentary paper aims to bridge these gaps by offering an integrated perspective addressing all three aspects—technology, pedagogy, and accessibility—while examining intersections and implications from multiple viewpoints. From a historical perspective, various educational technologies have facilitated the scaling of different pedagogies and contributed to students' understanding by enhancing personalized learning, expanding visualization possibilities, and improving access to learning materials. While television and radio enabled remote learning, technological advancements in recent decades have significantly increased accessibility, such as radio and TV learning programs, to the emergence of e-learning platforms, adaptive learning systems, and artificial intelligence-driven educational tools. However, it is essential to acknowledge that, despite these advancements, technology-supported educational tools often remain more accessible to learners from developed countries or those with a high socio-economic background who can afford the costs and possess the necessary skills for effective use of these tools.

Accessibility influencers play a pivotal role in the broader accessibility movement, leveraging social media to raise awareness and shape public opinion. This study explores the distinct goals, communication styles, and approaches these influential figures employ to make complex legislative content more accessible and engaging. Utilizing netnography for data collection and conducting thematic analysis of interviews, this research highlights the crucial role of accessibility influencers in disseminating knowledge, advocating for universal design, and enhancing digital accessibility. The findings emphasize the importance of integrating accessibility principles into educational curricula, ensuring the development of a workforce capable of creating inclusive environments. Moreover, the study underscores the need for continuous professional development and systemic inclusion of accessibility training across all educational levels.

The concept of “floating signifier” is used to highlight the ambiguous nature of technological advancements, emphasizing the need for a grounded understanding of them in a desired future. By examining the promises and realities of emerging technologies like 3D printing and advanced AI systems, we can uncover what is hidden from their grand promises. The discussion includes a critical evaluation of how digital tools, integrated with machine intelligence, could potentially shape future design paradigms, urging a reflective stance on the societal and political dimensions that accompany technological progress. This paper proposes a forward-thinking approach to design, one that is attuned to both the capabilities and limitations of current technologies, and that anticipates the troubles of incorporating them into our everyday lives.

This article provides a critical analysis of the current research terminology used to describe people with cognitive disability, intellectual impairment, neurodiversity, mental disorder, or psychological dysfunction. Medical diagnoses of the brain, nerves, mind, or psyche inform the use of these terms for describing behavior that is not deemed “normal” in humans. Cognitive disability is proposed as a more appropriate one than other similar terminologies after an analysis of diverse policy documents and academic publications.