Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-16 2025
https://doi.org/10.62574/tayjn739
1
Learning disabilities, psychological well-being and emerging technologies
in a university context
Discapacidades de aprendizaje, bienestar psicológico y tecnologías
emergentes en contexto universitario
Jairo Ramón Villasmil-Ferrer
jaravife@gmail.com
Universidad Nacional Experimental Francisco de Miranda, Santa Ana de Coro, Falcón,
Venezuela
https://orcid.org/0000-0002-5535-3132
ABSTRACT
The research objective is described as analysing the pedagogical approach to learning
disabilities, psychological well-being and emerging technologies in a university context. The
research article was carried out under the typology of review, once the 30 articles to be reviewed
as a population segment were configured, a content analysis was carried out to extract the
relevant information and process it in the results section. The results show that the relationship
between learning disabilities, psychological well-being and emerging technologies is an essential
topic in educational psychology, especially in higher education. Students with disabilities face
challenges that affect their academic performance and mental health, but they must also develop
strategies to adapt to the student community; while emerging technologies, such as self-
assessment tools and simulations, offer new possibilities for personalising learning and making it
more accessible.
Descriptors: educational psychology; educational guidance; learning disabilities. (Source:
UNESCO Thesaurus).
RESUMEN
Se describe como objetivo de investigación analizar el abordaje pedagógico de las
discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto
universitario. El artículo de investigación se llevó a cabo bajo la tipología de revisión, una vez
configurados los 30 articulos a revisar como segmento poblacional, se procedió a realizar un
análisis de contenido para extraer la información relevante y procesarla en la sección resultados.
Los resultados muestran que la relación entre las discapacidades de aprendizaje, el bienestar
psicológico y las tecnologías emergentes es un tema esencial en la psicología educativa,
especialmente en la educación superior. Por cuanto los estudiantes con discapacidades
enfrentan desafíos que afectan su rendimiento académico y su salud mental, pero también deben
desarrollar estrategias para adaptarse a la comunidad estudiantil; mientras que las tecnologías
emergentes, como herramientas de autoevaluación y simulaciones, ofrecen nuevas posibilidades
para personalizar el aprendizaje, hacerlo más accesible.
Descriptores: psicología de la educación; orientación pedagógica; dificultad en el aprendizaje.
(Fuente: Tesauro UNESCO).
Received: 08/09/2024. Reviewed: 12/10/2024. Approved: 19/12/2024. Published: 27/01/2025.
Review articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-16, 2025
Discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto universitario
Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
2
INTRODUCTION
The university environment poses significant challenges for students, especially
those with learning disabilities such as dyslexia, attention deficit hyperactivity
disorder (ADHD) and other specific learning disorders. These conditions not only
affect students' ability to process and retain information, but also influence their
emotional well-being, their self-efficacy and their ability to adapt to the academic
and social demands of higher education (Al Otaiba & Petscher, 2020; Matteucci
& Soncini, 2021). In this context, research has begun to explore more
comprehensively how these students face their challenges, develop
compensation strategies and benefit from technological and pedagogical
advances.
Learning disabilities, such as dyslexia, affect a significant proportion of university
students, who often face difficulties in areas such as reading, writing and time
management. However, recent research has highlighted that many of these
students develop compensatory strategies that enable them to overcome their
limitations and achieve academic success (Cavalli et al. 2017).
Likewise, qualitative studies have revealed that students with dyslexia adopt
specific learning practices, such as the use of assistive technology, detailed
planning and seeking support from social and academic networks (MacCullagh
et al., 2017). However, these strategies are not always enough to overcome the
emotional and social barriers they face, such as the stigma associated with their
disabilities and the pressure to meet high academic standards (Stoeber &
Rountree, 2021).
As for psychological well-being being a critical factor for academic success,
especially in students with learning disabilities, self-efficacy, defined as the belief
in one's ability to achieve specific goals, plays a central role in this context, while
Matteucci & Soncini (2021) found that university students with specific learning
disorders tend to report lower levels of self-efficacy, which in turn negatively
affects their psychological well-being and academic performance. Similarly,
Elgendi et al. (2021) highlighted that students with a history of reading difficulties
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Revista de educción y pedagogía
Vol. 3(1), 1-16, 2025
Discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto universitario
Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
3
experience higher levels of anxiety, which can limit their ability to fully participate
in academic activities.
On the other hand, factors such as sleep quality and stress management also
have a significant influence on student well-being. In response to this, Alghwiri et
al. (2021) used advanced machine learning techniques to identify predictors of
sleep quality in university students, highlighting the importance of interventions
that promote healthy sleep habits.
On the other hand, the advancement of emerging technologies has transformed
higher education, offering new opportunities to support students with learning
disabilities (Crompton et al., 2020), while these technologies can facilitate the
development of 21st-century skills, such as self-regulation, creativity, and
problem solving, which are essential for academic and professional success
(Graesser et al., 2022).
Based on the above, the research objective is to analyse the pedagogical
approach to learning disabilities, psychological well-being and emerging
technologies in a university context.
METHOD
The research article was carried out as a review, for which a narrative review was
used. The search for information was carried out in recognised academic
databases, such as Scopus, Web of Science, PubMed, ERIC and Scielo.
Keywords related to the three main topics of the study were used, combined with
logical operators to obtain more precise results. The keywords were:
1) Learning disabilities: ‘dyslexia’, ‘learning disorders’, ‘learning difficulties’,
‘ADHD’.
2) Psychological well-being: ‘mental health’, ‘self-efficacy’, ‘academic
anxiety’, ‘academic stress’, ‘resilience’.
3) Emerging technologies: ‘educational technology’, ‘adaptive learning’,
‘accessible technologies’, ‘universal design for learning (UDL)’.
4) University context: ‘higher education’, ‘university students’, ‘educational
inclusion’.
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Revista de educción y pedagogía
Vol. 3(1), 1-16, 2025
Discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto universitario
Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
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The search was limited to studies published between 2017 and 2023, to ensure
that the results were current. The following criteria were applied to choose the
studies included in the review:
Included:
a) Studies that addressed at least one of the three main topics (learning
disabilities, psychological well-being or emerging technologies) in the university
context.
b) Peer-reviewed publications, such as scientific articles, systematic reviews or
book chapters.
Excluded:
a) Studies focused exclusively on educational levels other than university.
b) Publications that were not available in full text.
c) Research that did not explicitly address the relationship between the main
topics.
The titles and abstracts of the articles found were then reviewed to identify the
most relevant ones. The full texts of the pre-selected studies were then analysed
to confirm that they met the inclusion criteria. Once the 30 articles to be reviewed
as a population segment had been configured, a content analysis was carried out
to extract the relevant information and process it in the results section.
RESULTS
The relationship between learning disabilities, psychological well-being and
emerging technologies constitutes a relevant field of study in educational
psychology, especially in the context of higher education. In this sense, the
following is presented:
Learning disabilities
Students with learning disabilities, such as dyslexia, face significant challenges
that affect both their academic performance and their psychological well-being.
In this regard, Al Otaiba & Petscher (2020) highlight the importance of multi-level
support systems and response to intervention (RTI) interventions to identify and
serve students with dyslexia. These strategies allow for early detection and more
effective support, which is crucial to prevent academic lag.
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Revista de educción y pedagogía
Vol. 3(1), 1-16, 2025
Discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto universitario
Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
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In the university context, Brunswick & Bargary (2022) mention that creativity and
a positive self-image can be protective factors in students with dyslexia, although
these benefits depend on the timing of the diagnosis. For their part, Cavalli et al.
(2017) identify that students with dyslexia develop compensatory strategies, such
as phonemic-morphemic dissociation, which allow them to mitigate some of the
difficulties related to reading. However, these strategies do not completely
eliminate the barriers, which reinforces the need for continuous support.
From a psychological perspective, Elgendi et al. (2021; Stoeber & Rountree
(2021), explore how factors such as anxiety, self-efficacy and perfectionism affect
students with learning difficulties. These factors can generate a cycle of stress
and low self-esteem, which highlights the importance of specific psychological
interventions. In this line, Matteucci & Soncini (2021) project that self-efficacy is
closely linked to psychological well-being, suggesting that strengthening
academic confidence can improve the quality of life of these students.
Likewise, Kreider et al. (2020) address the development of disability identity in
students with learning and attention disorders, highlighting how self-acceptance
and advocacy can be powerful tools for overcoming the stigma associated with
these conditions. On the other hand, MacCullagh et al. (2017) explore the
learning strategies and challenges faced by university students with dyslexia,
emphasising the importance of fostering self-regulation and providing
personalised support to improve their academic experience.
Psychological well-being in university students
The psychological well-being of university students is influenced by multiple
factors, including sleep, academic stress, social relationships and learning
conditions, in the face of which, Alghwiri et al. (2021) identify that sleep quality is
a key predictor of psychological well-being, while Yeo et al. (2023) show how
class start times affect students' academic performance and daytime behaviour,
with direct implications for their mental health.
The impact of the COVID-19 pandemic has also been significant, with Hossain et
al. (2022) documenting how the prolonged closure of universities in Bangladesh
exacerbated mental stress and anxiety among students, especially those with
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Revista de educción y pedagogía
Vol. 3(1), 1-16, 2025
Discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto universitario
Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
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limited access to online learning resources. Similarly, Janc et al. (2023) and Janc
et al. (2023b) highlight how remote learning has contributed to an increase in
musculoskeletal disorders due to the poor ergonomics of home study spaces.
In the context of mental health, Herrmann-Werner et al. (2022) present a teaching
model for medical students that integrates psychological well-being into the
curriculum, which could be replicated in other educational fields. In this way,
Morales-Rodríguez et al. (2020) explore how psychosocial factors, such as social
support and resilience, are related to psychological well-being in university
students .
On the other hand, Niazov et al. (2022) analyse how academic stress and
procrastination affect students with learning disabilities, highlighting the
importance of time management strategies and emotional support. Likewise,
Sumner et al. (2021) identify the needs for academic support and confidence in
students with dyslexia and developmental coordination disorder, which reinforces
the need for personalised interventions.
The study by Cui et al. (2024), which develops a nomogram to predict the risk of
temporomandibular disorders in university students, highlights how physical and
psychological stressors can interact in the educational context. This result
provides an understanding of how physical health conditions can influence the
overall well-being of students, especially those with learning disabilities.
Emerging technologies
Emerging technologies have the potential to transform higher education,
especially for students with learning disabilities, as Crompton et al. (2020) and
Graesser et al. (2022) highlight how these technologies can personalise learning,
improve accessibility and foster 21st-century skills. In this sense, Räty et al.
(2023) show how tablet-based self-assessment tools can empower students with
intellectual disabilities, promoting autonomy and confidence.
In the field of vocational training, Golombick et al. (2024) explore how simulation-
based learning can improve clinical self-efficacy in speech pathology students,
suggesting that immersive technologies may also be useful in other educational
fields. However, the use of technologies also poses challenges, therefore,
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Revista de educción y pedagogía
Vol. 3(1), 1-16, 2025
Discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto universitario
Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
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Hossain et al. (2022) warn that unequal access to online learning platforms can
increase educational gaps, while Janc et al. (2023) point out that prolonged use
of electronic devices can have negative effects on physical health.
In this sense, Hanham et al. (2023) point out that the integration of cognitive load
theory with other educational theories has direct implications for the design of
pedagogical interventions for students with learning disabilities. The combination
of theoretical approaches can optimise the use of emerging technologies to
reduce cognitive overload and improve learning.
In the context of virtual education, Garrido-Sacán et al. (2020) and Vivero-
Quintero et al. (2023) reflect on how psychology and pedagogy can be integrated
to improve educational practices in virtual environments, highlighting the
importance of a student-centred approach. Consequently, Yoong et al. (2022)
analyse the educational effects of service-based learning community service-
based learning in nursing education, which can be adapted for students with
disabilities, promoting social skills and a sense of belonging, thus contributing to
psychological well-being.
Inclusion and diversity in higher education
The inclusion of students with disabilities in higher education requires
comprehensive attention that addresses both academic and social barriers.
Johnson et al. (2024), meanwhile, mention the importance of positive student-
teacher relationships in improving the university experience of autistic students.
Similarly, Nowland (2023) explores how physical education teachers can develop
their self-efficacy to teach students with disabilities, promoting greater inclusion
in the classroom. On the other hand, Zhang et al. (2025) analyse how bullying
affects anxiety in students with and without dyslexia, highlighting the moderating
role of self-confidence, which reinforces the need for interventions that promote
a safe and supportive educational environment.
Likewise, Zysberg & Kasler (2017) address the relationship between learning
disabilities and emotional intelligence, suggesting that the development of
emotional skills can be an effective strategy for improving the well-being and
academic performance of these students. It is important to take into account the
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Learning disabilities, psychological well-being and emerging technologies in a university context
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use of universal design for learning (UDL), which seeks to create learning
environments accessible to all students, regardless of their abilities or needs. In
this regard, Crompton et al. (2020) and Graesser et al. (2022) describe how
emerging technologies can facilitate the implementation of UDL, allowing for
personalisation of learning and the elimination of barriers, taking into account that
tools such as text readers, dictation software and adaptive learning platforms can
significantly benefit students with learning disabilities.
In addition to pedagogical strategies, it is essential to create a safe and
emotionally supportive environment. In this context, Zhang et al. (2025) indicate
that self-confidence can protect students with dyslexia from the negative effects
of bullying. Universities must therefore implement clear anti-discrimination and
anti-bullying policies, as well as offering psychological support services and
mentoring programmes that strengthen students' resilience and self-esteem.
In addition to the above, Sumner et al. (2021) and MacCullagh et al. (2017) also
highlight the importance of providing personalised academic support, such as
individual tutoring, exam accommodations and access to materials in accessible
formats. These measures not only improve academic performance, but also
strengthen students' confidence and motivation. In this sense, emerging
technologies also play a crucial role in promoting inclusion, in which case, Räty
et al. (2023) show how tablet-based self-assessment tools can empower students
with intellectual disabilities, promoting their autonomy and active participation in
learning.
Similarly, Golombick et al. (2024) explore how technology-based simulations can
improve self-efficacy in speech pathology students, suggesting that these tools
may also be useful for students with learning disabilities. Therefore, Hanham et
al. (2023) highlight the importance of integrating cognitive load theory with other
educational theories to optimise the use of emerging technologies, helping to
reduce cognitive overload in students with disabilities and enabling them to
participate more effectively in academic activities.
In the context of virtual education, inclusion presents both challenges and
opportunities. In this sense, Hossain et al. (2022) warn that unequal access to
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Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
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online learning platforms can increase educational gaps, especially for students
with disabilities. However, Garrido-Sacán et al. (2020) and Vivero-Quintero et al.
(2023) emphasise that the integration of psychology and pedagogy in virtual
education can improve inclusive practices, promoting more equitable learning.
Likewise, Yoong et al. (2022) analyse the effects of community service-based
learning in nursing education, highlighting how this approach can foster social
skills and a sense of belonging in students with disabilities. This model can be
adapted to other educational contexts to promote inclusion and active
participation.
As for the promotion of diversity in the university community, it not only involves
attending to the needs of students with disabilities, but also fostering a culture of
respect and valuing diversity throughout the institution. It is important to bear in
mind that Vivero-Quintero et al. (2023) and Garrido-Sacán et al. (2020) reflect on
how the integration of psychology and pedagogy can contribute to more inclusive
educational practices, especially in contexts where cultural, social and functional
diversity is broad.
According to Johnson et al. (2024), positive relationships between students and
teachers are essential to improve the university experience of autistic students.
However, these relationships can be hindered by prejudice, ignorance or lack of
teacher training on the specific needs of these students. For his part, Nowland
(2023) points out that many educators lack the confidence and skills necessary
to adapt their pedagogical practices, which can limit the active participation of
students with disabilities in academic and extracurricular activities.
Another significant challenge is bullying and discrimination, which persist even at
university level. In this vein, Zhang et al. (2025) analyse how bullying affects
anxiety in students with and without dyslexia, highlighting that self-confidence can
moderate these negative effects, emphasising the importance of fostering a safe
and supportive educational environment where students can develop their self-
esteem and feel valued.
In order to promote inclusion, it is essential that higher education institutions
implement effective strategies. One of the most important is teacher training.
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Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
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Nowland (2023) emphasises that training programmes should focus on
developing the self-efficacy of educators, providing them with tools to identify and
address the needs of students with disabilities. This includes adaptive
pedagogical strategies, the use of accessible technologies and the promotion of
an inclusive environment in the classroom. Consequently, Kreider et al. (2020 )
emphasise the importance of sensitising teachers to disability identity, helping
them to understand how the experiences of students with disabilities influence
their personal and academic development.
CONCLUSION
The results show that the relationship between learning disabilities, psychological
well-being and emerging technologies is an essential topic in educational
psychology, especially in higher education. Students with disabilities face
challenges that affect their academic performance and mental health, but they
must also develop strategies to adapt to the student community; while emerging
technologies, such as self-assessment tools and simulations, offer new
possibilities for personalising learning and making it more accessible, although it
is important to address problems such as unequal access, as well as cognitive
overload. It is important to bear in mind that in order to create an inclusive and
emotionally assertive educational environment it is essential to strengthen the
self-esteem and well-being of these students.
FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with people or institutions linked to the research.
ACKNOWLEDGEMENTS
To teachers who have empathy with students with disabilities.
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Learning disabilities, psychological well-being and emerging technologies in a university context
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Discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto universitario
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Jairo Ramón Villasmil-Ferrer
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Revista de educción y pedagogía
Vol. 3(1), 1-16, 2025
Discapacidades de aprendizaje, bienestar psicológico y tecnologías emergentes en contexto universitario
Learning disabilities, psychological well-being and emerging technologies in a university context
Jairo Ramón Villasmil-Ferrer
14
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