Within education, both policy and practice must address the following central aspects for learners:

However, interdisciplinary teams and/or research groups must develop the necessary infrastructures and innovative technologies for inclusive digital learning. These groups should comprise educators, information technology experts and learners, including those vulnerable to exclusion.

Policy-making and practice must seriously consider the ethical implications of using artificial intelligence and other new technologies in education, particularly in inclusive settings. Policy must ensure ethical use of new technologies and protect all learners from the digital divide.

A user-centred approach to technology design that embraces universal design can avoid drawbacks like poor usability, high costs or a lack of information technology support. 

Technologies like artificial intelligence (AI), virtual and augmented reality may considerably influence inclusive digital education in the future. Therefore, research into their use, effectiveness, accessibility, benefits and risks is important. AI technology’s personalisation and adaptation opportunities may be key to achieve a universal design and use for educational tools.

Inclusive education policy and practice activities that use labelling and terminology linked to special needs underpinned by a medical approach, with separate provision for different groups, are not in line with the rights-based approach to inclusive education systems, which focuses on the barriers within the system. These barriers may include the potential legal barriers that fail to address discrimination and ensure all learners’ full participation, as outlined in international conventions.