Social media can support the inclusion of people with disabilities by improving their participation, enhancing their social connections and by providing them with personalised learning opportunities. This article presents a systematic review of the scientific literature on the use of social networks for educational purposes for people with disabilities. The research focused on identifying studies published in the last decade and examining their implications in the field of education, considering methodological aspects and the selection and exclusion criteria using the PICoS strategy. The review revealed increasing interest in this topic in recent years, although there continues to be limited representation at the global level, due to the low number of studies identified (31 articles indexed in Web of Science or Scopus). Conclusions point to the essential role that social networks play in the lives of people with disabilities because of the educational and social benefits they can bring, although certain risks associated with their use are also detected. The review emphasizes the importance of designing digital environments that are accessible to all users, which can enhance their educational experiences. It also highlights the need for continuous support and training for families and educators to ensure the effective use of these platforms.
