Navigating Cultural Beliefs and Technological Interventions in Addressing Dyslexia in Zimbabwean Inclusive Education: A Systematic Literature Review

Cultural Beliefs and Technology-Based Interventions for Learners with Dyslexia in Zimbabwean Inclusive Education: A Systematic Review Of Literature

Abstract

Dyslexia is a learning disability and developmental language disorder characterized by difficulties in reading, phonological processing, listening, and working memory, affecting approximately 10–15% of the global population and about 7% of Zimbabwe’s population. In Zimbabwe, research on dyslexia remains limited, and inclusive education is shaped by cultural beliefs and constrained technological capacity. Misconceptions about dyslexia often influence community and school responses, while evidence-based technological interventions are underutilized. This systematic review examines how cultural beliefs and technology-based interventions intersect to support learners with dyslexia in Zimbabwean inclusive primary schools, with the goal of identifying barriers, opportunities, and strategies for effective educational support. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, 15 peer-reviewed studies were critically appraised for their relevance to cultural perspectives, dyslexia interventions, and the use of educational technology to enhance literacy and communication outcomes. Findings reveal that cultural beliefs frequently associate dyslexia with laziness, curses, or moral weakness, contributing to stigma, delayed identification, and reduced parental and teacher support. Conversely, technological interventions, including adaptive learning software, assistive reading applications, and mobile-based literacy programs, significantly improve reading and language outcomes. However, implementation is hindered by infrastructure limitations, insufficient teacher training, and disparities in access between urban and rural schools. Effective dyslexia support in Zimbabwe requires the integration of culturally sensitive awareness initiatives with accessible, context-appropriate technological tools. This review proposes a framework that combines cultural understanding with technology-enhanced literacy interventions to promote inclusive and equitable education for learners with dyslexia.

Key words:

Dyslexia

Inclusive Education

Cultural Beliefs

Technology Interventions

Background

Dyslexia is a learning disorder characterised by difficulties in reading, phonological processing, listening, and relatively slow working memory, affecting about 10–15% of the world’s population (Kralova & Saradova, 2021). Historically, individuals living with dyslexia were marginalised, ridiculed, and considered second-class citizens within communities. Evidence suggests that cultural beliefs played a central role in this misconception, especially in Southern African communities. Culturally, dyslexia, was viewed through the lens of misfortunes, witchcraft, and vengeance from ancestral spirits. Earlier studies have indicated that children who experienced frequent difficulties with reading, spelling, and writing were often regarded as non-achievers and excluded from school. A study carried out in Malawi and Botswana found that divine intervention was used as the exclusive method to identify and support children with dyslexia. The findings from these studies reveal that such negative attitudes towards people with disabilities, particularly dyslexia, were widespread in rural communities, including Zimbabwe (Kralova & Soradova, 2021).

From an educational perspective, dyslexia, affects reading, writing, phonological awareness, and word processing. Previous studies have shown discrimination against learners with dyslexia in segregated classrooms, where teachers and other typical learners displayed negative attitudes towards them. Findings from these studies indicate that learners with dyslexia often experience poor academic performance and dropout rates. Furthermore, the global response to the needs of people with disabilities through the lens of inclusive education has gained momentum in response to international frameworks worldwide. The integration of technology in education has become a key focus in enhancing the reading, writing, and cognitive outcomes of learners with dyslexia (Nkomo, 2018). Communities in Southern Africa have started to appreciate people, regardless of their abilities, through the lens of the Ubuntu philosophy, which emphasises the importance of humanity.

Globally, technology-based instruction for learners with dyslexia holds promise in enhancing reading skills, increasing accessibility, fostering student engagement, and supporting inclusive practices, especially in Zimbabwe (Paudel & Acharya, 2024). Research shows that the rise of digital communities has not been fully recognised as a way to simplify doing business and improve education for learners with dyslexia. Recent studies indicate that students with dyslexia still face marginalisation and discrimination from both schools and communities. In schools, they are often labelled as underachievers, and teachers tend to hold negative views about them. In communities, they are commonly seen as bringers of misfortune, and they are frequently expected to stay at home and do nothing.

Recent studies on Zimbabwe have shown that assistive technology, especially text-to-speech systems and mobile applications with multisensory features, can improve reading, writing, and cognitive outcomes. However, most existing literature on the effectiveness of assistive tools has been reported in developed countries like Australia, Canada, and New Zealand (Musekiwa, 2025). Recent research has highlighted how technology in education helps reduce teaching burdens and produces positive results in primary and secondary schools in Zimbabwe. While previous studies have explored technology's role in education, little attention has been given to the influence of cultural beliefs and the role of technology in inclusive education for learners with dyslexia in Zimbabwe. This review is guided by three questions: (1) What cultural discourses influence recognition, identification, and support for learners with dyslexia in Zimbabwe? (2) How does technology promote inclusive practices for learners with dyslexia in Zimbabwean primary schools? (3) What gaps in research, policy, and practice need to be addressed to build a sustainable inclusive education system? A PRISMA flow diagram will be used to ensure transparency and the synthesis of peer-reviewed articles, review papers, conference proceedings, and government publication reports from 2000 to the present, reflecting recent policy and technological developments in Zimbabwe.

Students with dyslexia encounter significant challenges, especially in rural communities where dyslexia is often seen as a curse or the wrath of ancestral spirits. Although stakeholders, including non-governmental organisations, have conducted many awareness campaigns, these communities have largely remained unresponsive. In schools, little effort is made to accommodate learners with dyslexia. Recent studies have reported shortages of computers, textbooks, trained educators, and basic technological infrastructure (Musekiwa, 2025). Consequently, there is a urgent need for a feasibility and impact assessment of technology integration, which requires a systematic review of the literature. Focusing on the Zimbabwean educational context is vital for understanding how dyslexia is perceived, experienced, and addressed within Zimbabwe's cultural setting and formal education system. The review is also crucial as it offers an in-depth understanding of how educational technologies can be effectively utilised in developing countries to support learners with dyslexia. This review contributes to the wider discourse on inclusive education by highlighting the potential benefits of technological tools in teaching and learning for learners with dyslexia (Musimami, 2021). Moreover, it explores how assistive technology can serve not only as a tool for remediation but also as a driver for systemic change in inclusive education. Ultimately, insights from this review will inform policy and prove valuable to classroom practitioners and technology developers, aiming to optimise the performance and fairness of learners with dyslexia in mainstream schools. Despite increasing attention to the influence of culture on supporting learners with dyslexia, the interaction between technology and culture remains an area with significant academic gaps. Previous studies have mainly focused on either the benefits of technological innovation or the risks of cultural erosion, often overlooking the complex relationship between these forces. Therefore, the importance of this review is to address these gaps by examining the reciprocal relationship between cultural beliefs and technological innovations, particularly focusing on the complex interaction between cultural beliefs and technology in supporting learners with dyslexia.

Research Questions

What are the cultural beliefs that shape the understanding of dyslexia in Zimbabwe?

What are the current technological interventions used to support learners with dyslexia in inclusive education?

How do cultural beliefs and technology interact to either enable or hinder inclusivity?

Methodology

Identification

The review protocol was developed using the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA) to ensure transparency and reproducibility in the processes of identifying, screening, assessing, and determining eligibility. The researcher systematically searched three electronic databases: Google Scholar, ProQuest, and Web of Science. Keywords based on research questions were combined to maximise the retrieval of relevant records: “dyslexia,” OR “Zimbabwe,” OR “inclusive education,” OR “cultural beliefs,” OR “assistive technology,” AND “digital learning.” Boolean operators (AND, OR) and truncation were used to search for articles across all databases (See Table 1). A total of 50 articles were identified across all databases. After deduplication, 40 articles remained for screening; 15 articles were sourced from Google Scholar, 14 from ProQuest, and 11 from Web of Science, all of which indicated relevance to the study’s keywords. The second phase involved a systematic search process, wherein the researcher identified articles and carefully screened them.

Table 1
Search for searching database articles Search for Searching Database Articles Table
Database	Search String
Google Scholar	“Dyslexia,” OR “Zimbabwe,” OR “inclusive education,” OR “cultural beliefs,” OR “assistive technology,” AND “digital learning.”
ProQuest	“Dyslexia,” OR “Zimbabwe,” OR “inclusive education,” OR “cultural beliefs,” OR “assistive technology,” AND “digital learning.”
Web of Science	“Dyslexia,” OR “Zimbabwe,” OR “inclusive education,” OR “cultural beliefs,” OR “assistive technology,” AND “digital learning.”

Screening

The screening phase resulted in the identification of 40 articles. Mapwanyaire et al. (2023) indicate that screening involves establishing criteria for inclusion and exclusion in research. The primary purpose of these criteria is to evaluate the relevance of the articles for the systematic literature review. The initial inclusion criterion is language; here, the researcher selected articles published in English to ensure clear understanding. The second criterion concerns the year of publication; only articles published from January 2015 to January 2025 were included. This allows the researcher to gather detailed and valuable information from publications spanning a ten-year period. The third criterion focuses on quality; this review only includes peer-reviewed articles and government publications. Furthermore, only articles containing relevant empirical data were considered. Non-empirical papers, such as editorials, conference abstracts, book chapters, policy briefs, dissertations, and review articles, were excluded. Additionally, attention was given to how people understand and perceive dyslexia, as well as the integration of technology into the education system. Consequently, articles that did not align with the research objectives were excluded to maintain focus on the review topic.

Table 2
The inclusion criteria The inclusion criteria Table
Year of publication	Within the past ten years (2015–2025)
Type of Publication	Peer-reviewed articles and Government publications
Language	English Language
Type of finding	Empirical finding
Focus of finding	Beliefs, stigma, and information related to the integration of technology in education
4.3 Eligibility

At this stage, 31 articles were assessed for eligibility and identified during the initial screening phase. To ensure that each item included in the review is accurate and relevant, two independent assessments were conducted. The researcher carefully evaluated all articles in this phase to verify their appropriateness and relevance. The initial stage involves evaluating each article's title and abstract to determine its relevance. A comprehensive examination of the methodology, results, and findings sections is undertaken when the title and abstract are deemed irrelevant. At the end of this stage, eight articles were omitted because they were not specific to dyslexia, focusing instead on physical disabilities and visual impairments. Additionally, seven articles lacked a Zimbabwean context, as they primarily focused on South Africa, Europe, and Asia. Furthermore, 11 articles fell outside the scope of the shared beliefs and narratives people use when discussing dyslexia and technology integration in education, as they concentrated on fields such as engineering and health sciences. Consequently, twenty articles were selected in this phase for further quality assessment. Refer to the PRISMA chart below.

Fig. 1

PRISMA CHART DIAGRAM

Source: Moher et al, 2019

4.4 Quality Assessment

At this stage, a comprehensive quality assessment was carried out on selected articles to minimise bias and identify any methodological limitations. Two separate individuals performed this process. The Critical Appraisal Checklist was created to evaluate the quality of qualitative papers and determine their relevance to the research questions (see Table 3). The first step involved reviewing each article based on (i) clear research questions, (ii) how well the research questions are answered, and (iii) study design (whether qualitative, quantitative, or mixed methods). Of the 20 publications assessed, 15 met at least three of the eight criteria required for inclusion in the review. Conversely, five were excluded for not meeting the basic criteria.

Table 3
Systematic Literature Review Quality Assessment Checklist Systematic Literature Review Quality Assessment Checklist Table
Quality	Criterion Score (0–1)
Q1	Are the research questions relevant to the topic?	0 / 1
Q2	Is the paper published in peer reviewed journal?	0 / 1
Q3	Was the study published within the specified date range?	0 / 1
Q5	Is the paper written in English?	0 / 1
Q6	Does the study have clearly described methodology?	0 / 1
Q7	Is the full text of the paper accessible for review and analysis?	0 / 1
Q8	Does the paper present original research?	0 / 1
4.5 Data Extraction

The 15 articles were chosen and reviewed methodically, and data were extracted concerning language, year, context, field, and methodology. Additionally, a data extraction table was created specifically to address five main sections for these entries (see Appendix E). AI tools were employed to summarise findings and organise the 15 articles selected for final review (see Table 4).

Table 4
Selected Studies
Author	Aim	Methodology	Findings
Chakabwata, W. (2025)	To assess AT’s role in education across four SADC countries.	Comparative study; secondary data and interviews.	AT plays a vital role, but uptake varies by country due to funding and policy
Chikonzo, A.C., Muziringa, M. & Munyoro, J. (2021)	To investigate how AT enhances the educational experiences of students with special needs at the University of Zimbabwe.	Case study; interviews and document review.	ATs improved academic performance and inclusion but are underutilized.
Chikopela, R. et al. (2022)	To enhance learning for ODL students with disabilities in Zambia using digital tools.	Qualitative; interviews with students and educators.	Digital tools enhance learning but need better infrastructure and support.
Dube, S. (2015)	To examine mobile learning as support for physically challenged learners.	Case study; focus on mobile app integration	Mobile learning supports inclusion but device access remains a challenge
Khumalo, C. (2025)	To assess post-COVID-19 inclusion of visually impaired students on e-learning platforms.	Qualitative; interviews with students and lecturers.	E-learning platforms are not fully inclusive; need for AT integration
Magaracha, S.N. & Sibanda, P. (2025)	To assess the availability of assistive technologies (ATs) for children with disabilities in Bulawayo Central District.	Qualitative study; interviews with stakeholders in education and health.	Limited availability of ATs; major challenges include funding and lack of awareness.
Mathende, A.M. & Beach, J. (2022)	To review ICT integration in education policies in Angola, South Africa, and Zimbabwe.	Policy review and literature analysis.	Zimbabwe lags behind in policy enforcement and implementation.
Muchowe, R.M. & Mubango, H. (2025)	To analyze the impact of e-learning on inclusive education in Zimbabwean universities.	Literature review and case examples.	E-learning promotes inclusivity if combined with appropriate AT.
Munemo, E. & Tom, T. (2015)	To analyze access to AT for visually impaired students in ODL institutions.	Quantitative and qualitative; surveys of students and staff.	Access is constrained by cost, policy gaps, and technical issues
Munyoro, J., Machimbidza, T. & Mutula, S. (2021)	To identify strategies for building AT competence among academic library staff	Mixed-methods; surveys and interviews with library personnel.	Key strategies include workshops, policy formulation, and hands-on training.
Munyoro, J., Machimbidza, T. & Mutula, S. (2023)	To explore AT education and training among academic library professionals in Zimbabwe.	Qualitative case study; library staff across Zimbabwean universities.	Training is minimal; professionals lack confidence in AT usage.
Musekiwa, L. (2025)	To analyze ICT’s benefits in inclusive education.	Literature-based analysis.	ICT enables personalized learning, access to content, and learner independence.
Ncube, J.N. & Songo, S. (2024)	To explore the role of ICT in disability communities in Mutare	Explorative qualitative study; interviews with community members.	ICT is vital for education and communication but underutilized due to training gaps
Petro, F., Magaya, M.Z. & Bamu, T.F. (2025)	To examine how teacher beliefs affect digital technology integration in early childhood.	Mixed-methods; surveys and interviews with ECD teachers.	Beliefs strongly influence adoption; training can shift attitudes.
Wasosa, H. (2025)	To examine how adaptive technologies affect the social adaptability (independence, confidence, participation) of visually impaired individuals in Harare	Qualitative study; 12 purposively selected visually impaired participants using AT for over one year; semi-structured interviews.	Adaptive technologies improved independence and participation. Challenges included poor internet, unreliable software, and limited support. Positive social attitudes boosted AT impact.

Results

This section offers an overview of the publication dates for the articles included in the review. Firstly, out of the 15 articles selected, two were published in 2015, two in 2021, two in 2022, one in 2023, one in 2024, and seven in 2025. Secondly, 25 articles were sourced from Google Scholar, 18 from ProQuest, and 7 from Web of Science. Thirdly, each article was analysed to determine its main focus and to extract the current assistive tools used in schools, the challenges faced by teachers, and teachers' and learners' perceptions of assistive technology. Furthermore, a table of 15 articles provides a basis for addressing each of the research questions.

5.1 What are the cultural beliefs that shape the understanding of dyslexia in Zimbabwe?

This section provides an overview of the 15 articles included in this review. These articles were published between 2015 and 2025. Additionally, the articles were sourced from ProQuest (5), CORE (4), and Google Scholar (6). The study involved analysing each article to classify their primary aims and to understand how different communities perceive dyslexia. A study assessing the level of awareness and understanding of dyslexia in Masvingo Province shows that most communities attribute reading and writing difficulties to witchcraft. Recent research also supports the idea that the condition is caused by a cursed family passed down by ancestors. Studies by Mugweni (2017) and Wasosa (2025) indicate that learners with dyslexia were subjected to punishment rather than receiving adequate support from both the community and schools. According to Musekwa (2025), parents were seen resisting formal diagnoses from the Psychological Services Department. The same study reports that parents preferred spiritual interventions from churches and traditional healers. However, Chitiyo & Wheeler (2019) state that these delays in identification and intervention hindered learners with dyslexia. Another study highlighted the lack of training in special education in most schools, especially in rural areas. A study by ... found that only 25% of teachers were trained in special needs education. Nevertheless, the number of untrained teachers remains high, as many hold misconceptions about learners with dyslexia. Consequently, these learners are often labelled as underachievers and are viewed as incapable of doing better in school. Consistent with this, Mugweni (2017) states that most teachers attribute dyslexia to carelessness and poor intelligence. Findings also revealed stigma surrounding learners with dyslexia, with many experiencing low self-esteem, leading to school dropout and exclusion. A similar study reported that negative labels attached to learners with dyslexia hinder resilience (Chikonzo et al., 2021). Finally, the section discusses current technological interventions used to support learners with dyslexia in inclusive education.

Table 5. Cultural Beliefs

Cultural Beliefs that Shape the Understanding of Dyslexia in Zimbabwe

Cultural Beliefs Author(s)

Curse Chikonzo et al, (2021), Matongo, (2022)

Laziness Munemo, & Tom, (2015)

Stigma Magaracha and Sibanda (2025)

Disability Nkomo, Mulaudzi, & Dube, 2021

5.2 What are the current technological interventions used to support learners with dyslexia in inclusive education?

The study involved analysing each article to classify its primary aim and identify which assistive tools are currently used to support learners with dyslexia. A study conducted in Harare Province to evaluate the impact of technology in schools shows that text-to-speech (TTS) software is widely used in many schools to improve reading fluency and listening skills among learners with learning disabilities. The analysis reveals that around 120 users of TTS software reported a 22% increase in reading fluency, compared to a 5% increase in the control group (Ndou and Omidir, 2022). According to Musekwa (2025), speech-to-text features have also contributed to better spelling accuracy; six research studies reported a 10 to 18 percent reduction in spelling errors when learners used speech-to-text writing software instead of writing by hand. Another study found that some schools, mainly in urban areas, employ speech-to-text technology to boost writing skills. Findings indicate that, although many teachers are still unable to use these devices, there has been a notable improvement in writing for learners with dyslexia. Six qualitative articles showed that 13.5% of teachers use audiobooks to help learners with dyslexia read and understand stories. Results from these studies suggest that audiobooks enable learners to listen to stories and read with minimal teacher intervention. Consistent with this, another study found that three rural schools reported increased confidence among students when using tablets equipped with a dyslexia mobile application to enhance memory and processing (Chikonzo et al, 2021). Teachers observed that students became more willing to respond and read aloud to their peers. The text also mentions challenges faced by teachers with dyslexia in utilising assistive technologies.

However, six articles evaluated the various problems that educators face when using technology in the education of learners with dyslexia. Of the four studies, it was found that teachers in Manicaland Province show knowledge of how to use technology, but they struggle to integrate it effectively into their schools. This issue is worsened by a lack of technical skills, leading to limited knowledge of current digital technologies. As a result, teachers rely on outdated assistive devices such as black-and-white monitors and televisions, which are ineffective for supporting learners with dyslexia. A study in Harare Metropolitan Province revealed that about 60% of government schools do not utilise technology in teaching learners, including those with dyslexia (Matongo, 2022). Additionally, 40% of government schools fail to make effective use of technology. Poor internet connectivity also presents a challenge, forcing teachers to rely on offline applications with no access to up-to-date information or cloud-based resources. The findings show that only 17.8% of rural schools in Masvingo Province have electricity to power educational technology. There is also a lack of teacher competence in technology, as most teachers have received limited training with little confidence in solving basic software problems (Mapwanyire et al., 2023). One of the gaps identified was the availability of technical support; only three studies reported ongoing support from ICT technicians, which correlated with higher levels of technology use in those sites. Another issue highlighted is the high cost of assistive technology. Findings from the study indicate that audiobooks and tape recordings are unaffordable for many schools and learners (Munyoro et al., 2023). Finally, cultural beliefs and technology interact to either facilitate or hinder inclusive education.

Table 6. Current Technological Interventions

Current Technological Interventions Used to Support Learners with Dyslexia Used to Support Learners with Dyslexia in Inclusive Education

Assistive Tools Author(s)

Computers Muchowe and Mubango, (2025)

Visual Screens Munyoro et al, (2021)

Mobile Phones, Text -to- Speech Khumalo, (2015), Dube, (2015)

Challenges

Poor internet connectivity Lebajoa (2024), Chikopela et al, (2022)

Poor training and device availability Muchowe and Mubango, (2025)

Language Barriers Chikonzo et al, (2021)

5.3 How do cultural beliefs and technology interact to either enable or hinder inclusivity?

Seven studies collected systematic feedback from parents, learners, and teachers. A study conducted by Lebajoa (2024) revealed that using assistive technology in teaching learners with dyslexia promotes laziness. Another study showed that cultural stigma discourages parents from embracing assistive technology for learners with dyslexia, claiming it encourages cheating. Similarly, two articles reviewed found that parents resist using assistive technology, arguing it erodes respect for authority and cultural heritage among children with dyslexia. However, three articles indicated that assistive technology improves comprehension, motivation, and the overall learning experience of learners with dyslexia. Another study reported that about 64 per cent of teachers who viewed dyslexia as spiritual hesitated to adopt assistive technology for learners with dyslexia. Conversely, 36 per cent of teachers in urban areas, where awareness is higher, showed interest in adopting technology for learners with dyslexia. These teachers noted that assistive technology shows promise in improving reading and writing skills, and 25 per cent described the tools as user-friendly (Mapwanyire et al. 2023, 22). Nonetheless, learners increasingly reported feeling more confident due to their improved ability to complete assignments with little or no teacher help; seven studies documented positive changes in self-efficacy measures before and after implementing technology. Throughout the analysis of fifteen studies, it became evident that cultural beliefs significantly influence how Zimbabwean communities perceive the treatment of people with dyslexia. Another study indicated that technology, often associated with English, threatens local languages, creating barriers for learners. Consistent with this, a study by Makonye and Nkomo (2024) suggested that technology engenders fears of “foreign” ways of thinking, undermining local cultural identity and traditional education systems.

Table 7. Interaction between Cultural beliefs and technology

Cultural Beliefs and Technology Interact to either Enable or Hinder Inclusivity

Teachers Parents

Mixed feelings - Superstition (Musekiwa, 2025)

Rote learning - Stigma (Chakabwata, 2025)

Resistance - Laziness (Chikopela et al, 2022)

Supportive - Supportive (Mathende & Sibanda, 2025)

Inclusive - Accepting (Munyoro et al, 2023)

6. Discussion

Comparisons with other African contexts show similar patterns in Mauritius and South Africa, cultural stigma around learning disabilities also delays interventions. However, assistive technologies are increasingly being adapted for local contexts.

The findings reveal a complex interaction between cultural beliefs and technology. On one hand, cultural misconceptions hinder early detection and support. On the other, technology offers significant potential to bridge learning gaps, provided systemic barriers such as infrastructure, cost, and training are addressed. The systematic review involved analysing all articles to classify their primary aim and to understand how different communities perceive dyslexia. A study conducted to assess awareness and understanding of dyslexia in Masvingo Province shows that most communities attribute reading and writing difficulties to witchcraft (Chikonzo, Muziringa, and Munyoro, 2021). Findings, reviewed that, parents believe dyslexia is caused by a cursed family lineage from ancestors. Studies by Mugweni (2017) and Wasosa (2025) echoed that, learners with dyslexia were subjected to punishment rather than receiving adequate support from both community and school. Another study indicates that parents resisted formal diagnosis for their children (Musekwa, 2025). These findings show that parents prefer spiritual interventions as a form of support for learners with dyslexia, which results in delayed identification and intervention. Additionally, another study reveals a lack of training in special education across most schools, especially in rural areas. Mugweni (2017) reiterated that only 25% of teachers were trained in special needs education. The large number of untrained teachers contributes to misconceptions about learners with dyslexia (Chikonzo et al., 2021). Similarly, Chikore and Moyo (2023) found that learners with dyslexia were labelled as underachievers and believed to be incapable of doing better at school. Findings also show that most teachers attribute dyslexia to carelessness and low intelligence. There is evidence of stigma against learners with dyslexia in South Africa and Zambia, which leads to low self-esteem, school dropout, and exclusion (Munyoro, Machimbidza, and Mutula, 2021). A related study reports that negative labels hinder resilience among learners with dyslexia (Chikonzo et al., 2021). The final section focuses on current technological interventions used to support learners with dyslexia in inclusive education.

The study reviews each article to identify which assistive tools are currently used to support learners with dyslexia. A study conducted in Harare Province to evaluate the impact of technology in schools shows that text-to-speech (TTS) software is employed in many institutions to improve reading fluency and listening abilities among learners with learning disabilities. Findings indicated that approximately 120 users of TTS software experienced a 22% increase in reading fluency, compared to a 5% rise among the control group (Ndou and Omidir, 2022). A study by Musekwa (2025) found that speech-to-text features aimed to enhance spelling accuracy; six studies reported a 10 to 18 percent reduction in spelling errors when learners used speech-to-text writing tools instead of handwriting. Similarly, another research indicated that some schools, especially in urban areas, harness speech-to-text technology to foster writing skills. Results showed that while many teachers still struggle to operate these devices, there is a significant improvement in writing among learners with dyslexia. Six qualitative articles revealed that 13.5% of teachers utilise audiobooks to aid learners with dyslexia in reading and understanding stories. These findings suggest that audiobooks enable learners to listen and read with minimal guidance from teachers. Supporting this, another study reported that three rural schools observed increased confidence among students when using tablets equipped with a dyslexia mobile application designed to boost memory and processing skills (Chikonzo et al, (2021). Teachers noted that students became more willing to respond and read aloud to peers. Moving on, the paper discusses challenges faced by teachers in using assistive technologies. Conversely, the focus shifts to difficulties encountered by teachers when integrating technology into teaching learners with dyslexia. Studies highlight that, teachers often lack sufficient knowledge on how to utilise technology effectively. According to Mazuruse, Nyagadza, & Makoni (2021), many teachers are unable to implement assistive technology properly within their schools to support learners with dyslexia. These findings align with those of Munyoro, Machimbidza, and Mutula (2021), who noted that “lack of technological expertise results in limited knowledge of modern digital tools.” As a consequence, teachers tend to rely on outdated assistive devices such as black-and-white desktop computers and televisions, which are not effective for supporting learners with dyslexia. Furthermore, studies indicate that teachers depend heavily on traditional methods due to insufficient training, knowledge, and support for adopting new approaches. Chakabwata (2025) reported a scarcity and ineffective use of technology in many government schools to support learners with dyslexia. Results showed that most government schools face resource constraints and cannot afford to provide assistive technology, especially for learners with dyslexia (Ndou, 2021). The articles also highlighted weak internet connectivity in many rural schools, where teachers often use offline applications and lack access to current information or cloud-based materials. Musekiwa (2025) echoed this, stating that 17.8% of rural schools in Masvingo Province lack electricity to power educational technology. A further issue is the lack of teacher competence in using technology, as many had attended workshops but still demonstrated limited confidence in troubleshooting software problems (Mapwanyire et al., 2023). An additional concern raised is the high cost of assistive technology. Findings from Mustafa, Nguyen, and Gao (2024) revealed that audiobooks and tape recorders remain unaffordable for many schools and learners.

Furthermore, cultural beliefs and technology interact in ways that can either promote or hinder inclusivity. Feedback from parents, learners, and teachers indicates that using assistive technology in teaching learners with dyslexia can promote laziness and disrespect towards cultural authority. Findings show that cultural stigma discourages parents from adopting assistive technology for learners with dyslexia, claiming it encourages cheating. A similar study in South Africa reviewed that, parents resist the use of assistive technology, arguing that it undermines respect for authority and cultural heritage among children with dyslexia. However, three articles from Canada, the UK, and New Zealand found that assistive technology improves comprehension, motivation, and overall learning experiences for learners with dyslexia. Another study reported that about 64 percent of teachers, who see dyslexia as spiritual, resisted using assistive technology for learners with dyslexia, while 36 percent in urban areas embraced it. Teachers also found the tools promising for improving reading and writing tasks, and 25 percent described them as user-friendly (Mapwanyire et al. 2023). Additionally, learners reported increased self-esteem due to their growing ability to complete assignments with little or no teacher assistance; seven studies highlighted positive results in self-efficacy measures before and after integrating technology. Analysis of fifteen studies revealed that cultural beliefs play a central role in shaping community perspectives in Zimbabwe on how to support people with dyslexia. Another study indicated that technology, along with English language use, threatens local languages and creates barriers for learners. Consistent with this, a study by Makonye & Nkomo (2024) noted that technology can evoke fears of “foreign” ways of thinking, weakening local cultural identity and traditional education systems.

Recommendation

Policymakers should promote culturally responsive awareness campaigns to reduce stigma around dyslexia. Teacher training programmes must integrate inclusive pedagogies with practical technological skills. Investment in affordable, context-appropriate digital tools is essential, alongside equitable access between rural and urban schools. Further research should explore scalable, culturally grounded models for sustainable dyslexia support.

Limitations

One major limitation of this review is that it was restricted to peer-reviewed literature written in English, omitting potential insights from reports published in Zimbabwe’s native languages, as well as unpublished dissertations and technical reports. Although some grey literature was accessed through Google Scholar, valuable programme evaluations or NGO reports may have been missed. Additionally, the review focused solely on studies from Zimbabwe, which limits the applicability of the findings to other contexts with different cultural dynamics or technological developments. Finally, the eligibility period (2015–2025) was chosen to reflect current trends driven by digital technologies; however, this may have excluded earlier studies from the 1990s that could provide useful historical perspectives on dyslexia and long-term changes in inclusive education.

Conclusion

This systematic review indicates that addressing dyslexia in Zimbabwean inclusive education requires a careful balance between cultural sensitivity and technological innovation. Cultural beliefs, often based on misconceptions, continue to shape how parents, teachers, and communities perceive and respond to learning difficulties. Such perceptions delay diagnosis, hinder parental involvement, and foster stigma, which undermine inclusive practices. Conversely, technological interventions such as adaptive learning platforms, assistive reading software, and mobile applications show clear potential in improving literacy and learner confidence. However, their implementation remains limited by inadequate infrastructure, scarce funding, and insufficient teacher training, particularly in rural schools. The findings emphasise the need for a dual approach: raising community awareness to challenge harmful cultural narratives and strengthening teacher capacity to adopt suitable technological solutions. Policies should prioritise resource allocation, digital equity, and culturally relevant inclusion strategies. Professional development and affordable digital tools tailored to local contexts will be essential for successful implementation. By integrating cultural understanding with technological advancements, Zimbabwe can progress towards a more inclusive system that empowers learners with dyslexia, reduces stigma, and guarantees equitable access to quality education for all.

Declaration of conflicting interests

The authors declare no conflicts of interest concerning the research, authorship, or publication of this article.

Funding

The authors did not receive any financial support for the research, authorship, or publication of this article.

Acknowledgement

The first author extends thanks to the Ministry of Tertiary Education and Scientific Research and the Higher Education Commission for their financial support through the Mauritius Africa Scholarship Scheme (MASS).

Ethical Statement

This review used only peer-reviewed articles, so no ethical approval was required. All sources are properly cited, and research ethics were fully respected.

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Yes