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

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.