In the fast-paced digital economy, stakeholders across regions, industries and organisational typologies are recognising the growing significance of adopting customer-centric digital strategies. Inexorably, this necessitates the comprehension of consumer behaviours across a diverse customer spectrum, including individuals with disabilities (PwD). In this context, the present expert-driven conceptual research examines tourism digital sustainability and inclusion and elucidates the role of tourism e-commerce platforms in promoting a barrier-free digital environment for PwD and creating a more inclusive and sustainable online marketing landscape. The findings highlight the need for ongoing evaluation and improvement of the user experience to achieve satisfaction, loyalty and stakeholder engagement, as well as the factors in need of consideration towards a barrier-free and sustainable e-commerce environment. Further research could explore the assessment of the framework presented here in a practical context towards implementation to uncover its strengths and limitations.

Artificial Intelligence (AI) tools are becoming increasingly popular in education, providing teachers with new opportunities to enhance student learning experience and build upon existing teaching practices. This study employs a co-design approach to develop AI-integrated learning materials and explore their implementation in elementary classrooms. In collaboration with researchers, twenty-five in-service teachers co-designed engaging, age-appropriate lesson plans aligned with the national elementary curriculum and adaptable to diverse classroom needs. Qualitative analysis of teachers’ focus groups (n = 25) highlighted the co-design approach's role in empowering teachers, fostering a sense of ownership, encouraging knowledge-sharing, and promoting collaboration and enthusiasm. A pilot study conducted in four elementary classrooms with 62 students evaluated the AI-integrated lesson plans and materials through quantitative survey data (n = 62). Findings indicate that students found the AI-supported learning experience enjoyable, engaging, and meaningful, particularly in deepening their understanding of literacy concepts. This paper presents the co-designed materials and provides insights for practitioners and researchers on the future of AI-powered education, offering potential directions for further research.

Purpose: Accessible tourism has become increasingly identified as a right, aligned with the global commitment for inclusion outlined in the 2030 Sustainable Development Goals. However, there are still significant barriers preventing people with disabilities from having smooth and inclusive tourism experiences. While technology has much potential to bridge these barriers, there is still a limited understanding of how technology currently develops access to services in accessible tourism. This study aims to conduct a systematic literature review of peer-reviewed articles from relevant research databases to assess the specific technological treatments and how they improve access to services for tourists with disabilities in the tourism industry. Design/methodology/approach: Data were collected from the Scopus database from 2020 to 2025. Scopus was selected due to its extensive collection of peer-reviewed journals, and it is a multidisciplinary, comprehensive scientific database. After applying the inclusion and exclusion criteria and after a careful screening of the full text of the remaining articles, the research resulted in 68 articles. Findings: The study found that there are six main areas in which technology is being applied for accessible tourism; accommodations/hospitality services, attraction/experience, inclusive policy/decision support tools, travel planning/digital decision tools, information/travel bookings, and ways to find/get around destinations. Technology has helped improve or enhance informational accessibility (e.g. website), physical accessibility (e.g. wheelchairs), communication support (e.g. translation) as well as supporting tourists with their decisions about where to go (e.g. search engines). But the results also showed many significant barriers to a seamless use of all available technology by all interested parties (e.g. poor implementation/compliance with accessibility regulations, lack of accurate information about accessibility, little participation from stakeholders involved in tourism, and uneven access to technology among different parts of the tourism industry). Research limitations/implications: Key implications include evidence-informed recommendations for tourism stakeholders, encouragement for user-centred design in technology development, and directions for future research to examine accessibility through regulating technology. Originality/value: Unlike previous reviews that have primarily examined accessible tourism from policy, sustainability, destination management, or disability inclusion perspectives, this review places technology at the centre of analysis and provides a comprehensive synthesis of empirical evidence published between 2020 and 2025. By identifying six major domains of technological application and five dimensions through which technology supports accessibility, the review offers an integrated framework for understanding how technological innovations contribute to accessible tourism experiences for people with disabilities.