In the last decade, there has been an increase in online or digital technology-based training. Online training offers promising, accessible learning opportunities for everyone. However, few studies have specifically evaluated the scope of this training for adults with disabilities. The primary aim of this study is to conduct a systematic review of this topic. This involves evaluating the literature, including the methodology used, the variables analyzed, and the characteristics of the training program, as well as identifying gaps in the research. Our findings show that the number of publications is low, although there has been an increase in recent years. Furthermore, it is critical to highlight the importance of an intervention methodology grounded in scientific research and the evaluation of implementation fidelity. In general, online programs improve a variety of trained skills. Expanding interventions within this population, mainly targeting adult women with disabilities, is essential to promote equity and inclusivity in lifelong learning.
