<![CDATA[This study examines who produces knowledge on inclusive education and technology in Africa and how that knowledge is organised in indexed scholarship. Records were exported from Scopus on 7 February 2026 and filtered to publications from 2021 to 2025, yielding a final corpus of 157 documents. A bibliometric design was applied to conduct performance analysis (publication trends, source productivity, and citation patterns) and science mapping (country collaboration networks, temporal overlays, and keyword-based conceptual structures). Results show rising publication output, but the wide dispersion of journals and loosely connected keyword clusters indicate parallel development rather than a consolidated conceptual core. Knowledge production is unevenly distributed, with South Africa leading affiliation occurrences, signalling selective visibility within indexed literature. Citation patterns are highly skewed, with a small set of anchor papers shaping debates on accessibility, digital inequality, and online learning. International collaboration is more established than intra-African collaboration, which appears thinner and less dense, and major collaborative ties remain largely stable between 2021–2023 and 2024–2025. Thematic evolution suggests movement from pandemic-era exclusion concerns toward post-crisis digital governance and emerging topics such as artificial intelligence and generative tools.]]>
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