The article examines inclusive digital education in Italian schools through a mixed methods study involving 1,562 teachers, highlighting the widespread use of basic technologies alongside the limited adoption of tools with high adaptive and assistive potential. The findings conceptualize digital inclusion as the outcome of the interaction between technological infrastructures, professional practices, and institutional cultures, while also revealing critical training-related and ethical challenges.
L’articolo analizza l’educazione digitale inclusiva nella scuola italiana attraverso una ricerca mista su 1.562 insegnanti, evidenziando un uso diffuso di tecnologie di base e una limitata adozione di strumenti ad alto potenziale adattivo e assistivo. I risultati interpretano l’inclusione digitale come esito dell’interazione tra infrastrutture tecnologiche, pratiche professionali e culture istituzionali, mettendo in luce criticità formative ed etiche.
Educazione digitale inclusiva nella pratica: barriere, esigenze formative e tecnologie adattive per supportare gli studenti con disabilità Inclusive Digital Education in Practice: Barriers, Training Needs and Adaptive Technologies for Supporting Students with Disabilities
Sara Pellegrini
Writing – Original Draft Preparation
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2026-01-01
Abstract
The article examines inclusive digital education in Italian schools through a mixed methods study involving 1,562 teachers, highlighting the widespread use of basic technologies alongside the limited adoption of tools with high adaptive and assistive potential. The findings conceptualize digital inclusion as the outcome of the interaction between technological infrastructures, professional practices, and institutional cultures, while also revealing critical training-related and ethical challenges.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
