Students with viusual impairment: challenges in STEAM education at the Univerity

This study examines accessibility in science, technology, engineering, arts, and mathematics (STEAM) tertiary education for students with visual impairments through a struc- tured review of 23 studies published between 2015 and 2025. The review examines three inter- related dimensions of accessibility: structural and representational barriers, assistive technolo- gies and artificial intelligence (AI), and pedagogical and institutional practices. It explores how these dimensions are addressed in the literature and the extent to which they are integrated to support inclusive STEAM education. The findings suggest that research on accessibility in STEAM tertiary education has expanded, but it remains uneven. Most studies focus on struc- tural barriers and pedagogical practices, whereas fewer examine how assistive technologies and AI are integrated into teaching and institutional practice. Although advances in accessible technologies are evident, they are frequently implemented as standalone solutions rather than as part of broader instructional frameworks. Likewise, pedagogical approaches often develop independently of technological supports. While the principles of Universal Design for Learning are reflected across the literature, their application remains inconsistent within STEAM learn- ing environments. Overall, the evidence suggests that accessibility in STEAM tertiary educa- tion for students with visual impairments is still progressing but lacks conceptual and practical integration. The principal challenge is not the availability of accessible interventions but the limited coordination of structural, technological, and pedagogical approaches. Greater integra- tion of these dimensions is needed to support more inclusive and sustainable STEAM learning environments in tertiary education.