TECHNOLOGICAL INNOVATION IN ACCESSIBLE VIRTUAL LEARNING ENVIRONMENTS: A LITERATURE REVIEW

The advancement of Digital Information and Communication Technologies (DICT) has driven the adoption of Virtual Learning Environments (VLEs); however, ensuring digital accessibility remains a critical challenge for the democratization of education. This article presents a bibliographic review aimed at mapping the current state of technological innovation for accessibility in VLEs, identifying key assistive technologies (ATs) and the pedagogical and technical challenges that limit their implementation. The methodology consisted of a systematic search in the Google Scholar, SciELO, CAPES Periodicals Portal, and ERIC databases for works published between 2020 and 2025. Results reveal a transition from static resources (such as screen readers and Sign Language plugins) to solutions based on Artificial Intelligence (AI) and real-time adaptive feedback systems. It was identified that the lack of accessibility in digital content and the lack of specific teacher training aligned with inclusive instructional design constitute the main barriers to the effectiveness of innovations. It is concluded that technological innovation in VLEs must be grounded in the principles of Universal Design for Learning (UDL) and the integration of smart tools to bridge accessibility gaps and promote autonomy for students with disabilities.