SYSTEMATIC LITERATURE REVIEW: M-GOVERNANCE FRAMEWORK IN HIGHER EDUCATION ASSISTING AUTISTIC STUDENTS
DOI:
https://doi.org/10.35631/IJEPC.1162037Keywords:
M-Governance, Autistic Students, Higher Education, Inclusive Education, Assistive Technologies, Universal Design for Learning, Accessibility, WCAG 2.2, PRISMA 2020Abstract
Mobile government (M‑Governance) platforms in higher education offer significant potential to strengthen accessibility and inclusion. Yet, autistic students frequently face sensory, communication, and predictability barriers that current systems fail to address. This systematic literature review synthesises evidence from 50 peer‑reviewed studies published between 2019 and 2025 to examine how m‑governance and mobile or assistive technologies support autistic learners in higher education institutions (HEIs). Following PRISMA 2020 guidelines, searches were conducted across Scopus, Web of Science, IEEE Xplore, ERIC, PsycINFO, and MEDLINE, with dual‑reviewer screening and quality appraisal using the Mixed Methods Appraisal Tool (MMAT) (Makabe et al., 2022). Five themes emerged: (1) M‑Governance in HEIs; (2) assistive mobile technologies for autism; (3) inclusive education frameworks; (4) accessibility and usability; and (5) policy, security, and governance. Across these themes, the findings reveal progress in mobile‑based educational support but highlight persistent gaps, particularly limited participatory co‑design, insufficient alignment with neurodiversity principles, and inadequate accommodation of autistic students’ sensory and cognitive needs. Mapping evidence to Universal Design for Learning (UDL) guidelines and Web Content Accessibility Guidelines 2.2 (WCAG 2.2) success criteria produced actionable requirements for inclusive M‑Governance, including predictable information architecture, customisable interfaces, multimodal communication supports, and integrated academic and wellbeing pathways. Overall, the review underscores the absence of M‑Governance models explicitly designed for neurodiverse learners and proposes an initial framework grounded in universal design, co‑creation, predictability, customisation, and cross‑service integration. Further research should validate this framework across diverse HEI contexts to support scalable, sustainable inclusion for autistic students.
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