Media literacy, data literacy and data-based decision-making are crucial in inclusive digital teaching.
Digitalisation and inclusion are, however, considered separate topics in the early education levels, which causes difficulties.
Teachers still lack digital competences. Initial teacher education and continuing professional development must continuously address this. The ability to use digital technologies, media education and assistive technology is important, but so is the ability to select digital learning content and design inclusive learning environments addressing individual learners’ preferences, competences or skills.
Vulnerability to exclusion in digital education can be associated with learning-related phenomena that are strongly linked to (societal) system mechanisms.
Within education, both policy and practice must address the following central aspects for learners:
Universal design for learning is an overarching strategy to prevent exclusion in digital education.
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.
Assistive technology should only be used when universally-designed technology is insufficient to meet all users’ needs.
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 is often interpreted as being specifically aimed at learners with disability and/or special needs, instead of catering for all learners, with all of their diverse and individual needs, by identifying and removing barriers to learning.
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.