The increasing integration of digital technologies into primary special education has transformed the design of digital learning materials for students with special educational needs (SEN). However, existing studies remain fragmented, emphasising technological effectiveness over the pedagogical principles underpinning meaningful learning. This critical narrative review revisits Constructivism Theory as a framework for developing inclusive digital learning materials in primary special education. Empirical studies, systematic reviews, conceptual papers, and policy documents published between 2020 and 2025 were synthesised to examine the relationship between constructivist principles, digital learning materials, and inclusive educational practices. The review found that digital learning materials enhance learner engagement, accessibility, collaboration, autonomy, and achievement when supported by pedagogically meaningful environments. Nevertheless, current research remains characterised by fragmented applications of constructivist principles, technology-centred perspectives, and limited theoretical integration, particularly within primary special education. In response, this review proposes the Integrated Constructivist Framework for Inclusive Digital Learning Materials (ICF-IDLM), positioning Constructivism Theory as the pedagogical foundation for integrating artificial intelligence, assistive technologies, adaptive learning systems, and Universal Design for Learning (UDL). By reconceptualising technology as a pedagogical mediator rather than an instructional objective, this review contributes to theory development, instructional design, and future research strengthening inclusive digital learning for SEN students.
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