Keywords
an inclusive educational environment
ICT
digital competencies
How to Cite
Abstract
The purpose of the article is to try to specify digital competencies that ensure integrative and inclusive learning. By its functional characteristics, the digital environment mainly updates the format of adaptation of students. The task of the current research is to reorient the purpose of the digital arsenal, which contributes to adaptation of educational institutions. Digitalisation assumes the formation of inclusive educational environment through the use of innovative learning platforms and improved participants’ communication. The methodology of the article is typical for a review type of article and involves the analysis (systematic and comparative) of scientific works on the peculiarities of using digital resources in inclusive education. The sources of scientific research were the scientometric databases Web of Science, ResearhGate, Google Scholar, from which the relevant studies of the last five years were extracted. The results of the article indicate that digital competencies for inclusive learning are currently in search of an optimal status in the modern educational paradigm. The unaltered use of digital resources or their complete disregard in educational activities does not comply with the principles of inclusive education. Therefore, the scientific discourse identifies the use of synergistic approaches that will offer the interaction of traditional and innovative inclusive learning formats, in which digital competencies will become an effective mechanism for removing any obstacles to functioning of the inclusive educational environment. Digitalisation makes it possible to develop relevant competencies for all participants in the educational process, which ensures continuity, mobility, and accessibility of education.
References
ATAEVA, N. Teaching natural sciences through the prism of philosophy: an attempt to define the relationship. Futurity Philosophy, v. 1, n. 4, p. 15-28, 2022. https://doi.org/10.57125/FP.2022.12.30.02
BETANCOURT-ODIO, M.; SARTOR-HARADA, A.; ULLOA-GUERRA, O.; AZEVEDO-GOMES, J. Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries. Sustainability, v. 13, n. 1, p. 343, 2021. https://doi.org/10.3390/su13010343
BIJU, S.; PALLATH, V.; MORE, B.; VALSARAJ, B.; KH, N. Future Inclusive Education. In: Improving Inclusivity in Higher Education. 2023. p. 203-216. https://doi.org/10.1007/978-981-99-5076-8_13
BUDNYK, O; KOTYK, M. Use of Information and Communication Technologies in the Inclusive Process of Educational Institutions. Journal of Vasyl Stefanyk Precarpathian National University, v. 7, n. 1, p. 15-23, 2020. https://doi.org/10.15330/jpnu.7.1.15-23
CASILLAS-MARTÍN, S.; CABEZAS-GONZÁLEZ, M.; GARCÍA-VALCÁRCEL MUÑOZ-REPISO, A. DigiCraft: A Pedagogical Innovative Proposal for the Development of the Digital Competence in Vulnerable Children. Sustainability, v. 12, n. 23, 2020. https://doi.org/10.3390/su12239865
CRETU, D.; MORANDAU, F. Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research. Sustainability, v. 12, n. 12, 2020. https://doi.org/10.3390/su12124923
FALLOON, G. From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, v. 68, p. 2449-2472, 2020. https://doi.org/10.1007/s11423-020-09767-4
FERNÁNDEZ-BATANERO, J.; MONTENEGRO-RUEDA, M.; FERNÁNDEZ-CERERO, J.; GARCÍA-MARTÍNEZ, I. Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, v. 45, n. 4, p. 513-531, 2022. https://doi.org/10.1080/02619768.2020.1827389
GABRIEL, F.; MARRONE, R.; VAN SEBILLE, Y.; KOVANOVIC, V.; DE LAAT, M. Digital education strategies around the world: practices and policies. Irish Educational Studies, v. 41, n. 1, p. 85-106, 2022. https://doi.org/10.1080/03323315.2021.2022513
GUILLEN-GAMEZ, F.; MAYORGA-FERNÁNDEZ, M.; DEL MORAL, M. Comparative research in the digital competence of the pre-service education teacher: face-to-face vs blended education and gender. Journal of E-Learning and Knowledge Society, v. 16, n. 3, p. 1-9, 2020. https://doi.org/10.20368/1971-8829/1135214
HÄMÄLÄINEN, R.; NISSINEN, K.; MANNONEN, J.; LÄMSÄ, J.; LEINO, K.; TAAJAMO, M. Understanding teaching professionals' digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, v. 117, 2021. https://doi.org/10.1016/j.chb.2020.106672
ISKAKOVA, M.; KALDYGOZOVA, S.; USSENOVA, A.; JUNISSOVA, A.; SHOMANBAEVA, A. Towards Holistic Education: Synthesizing Personality Consciousness, Emerging Technologies, and Philosophical Considerations in Education System Evolution. Futurity Philosophy, v. 2, n. 2, p. 17-29, 2023. https://doi.org/10.57125/FP.2023.06.30.02
KARACA, A.; ASLAN BAĞCI, Ö. Examining the opinions of school administrators on inclusive education. Revista de Gestão e Secretariado (Management and Administrative Professional Review), n. 14, 2023. https://doi.org/10.7769/gesec.v14i11.2823
KHANDELWAL, R.; KOLTE, A.; PAWAR, P.; MARTINI, E. Breaking out of your comfort zone: an archival research on epistemology in inclusive education pedagogy for Industry 4.0. International Journal of Educational Management, v. 36, n. 4, p. 364-380, 2022. https://doi.org/10.1108/IJEM-02-2020-0090
KIM, H.; YI, P.; HONG J. Are schools digitally inclusive for all? Profiles of school digital inclusion using PISA 2018. Computers & Education, v. 170, 2021. https://doi.org/10.1016/j.compedu.2021.104226
KONIARI, D.; RAFTOULIS, G. Digital competence and school leadership in Greece. Futurity Education, v. 3, n. 2, p. 144-155, 2023. https://doi.org/10.57125/FED.2023.06.25.10
KOUNALAKIS, M. Censorship in Teacher Training: The Case of the Lending Library of the Pedagogical Academy of Heraklion, Crete, Greece. Futurity Education, v. 3, n. 3, p. 200-216, 2023. https://doi.org/10.57125/FED.2023.09.25.11
KRISCHLER, M.; POWELL, J.; PIT-TEN CATE, I. What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education. European Journal of Special Needs Education, v. 34, n. 5, p. 632-648, 2019. https://doi.org/10.1080/08856257.2019.1580837
KRYVOSHEIN, V.; VDOVENKO, N.; BURIAK, I.; SAIENKO, V.; KOLESNYK, A. Innovative educational technologies in management training: experience of EU countries. International Journal of Computer Science and Network Security, v. 22, n. 6, p. 45-50, 2022. https://doi.org/10.22937/IJCSNS.2022.22.6.8
LEVANO-FRANCIA, L.; SANCHEZ, S.; GUILLÉN-APARICIO, P.; TELLO-CABELLO, S.; HERRERA-PAICO, N.; COLLANTES-INGA, Z. Digital Competences and Education. Propósitos y Representaciones, v. 7, n. 2, p. 569-588, 2019. http://dx.doi.org/10.20511/pyr2019.v7n2.329
LOVE, H.; HORN, E. Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education. Topics in Early Childhood Special Education, v. 40, n. 4, p. 204-216, 2021. https://doi.org/10.1177/0271121419846342
MAZURKEVICH, O.; TKACHENKO, V.; KHARKOV, S.; VOROPAYEVA, T.; MOSENDZ, O. Cultural bases of the national system of education: modern tendencies and factors of development. Amazonia Investiga, v. 11, n. 53, p. 146-154, 2022. https://amazoniainvestiga.info/check/53/14-146-154.pdf
MÉNDEZ, V.; SUELVES, D.; MÉNDEZ, C. Future teachers facing the use of technology for inclusion: A view from the digital competence. Education and Information Technologies, v. 28, p. 9305-9323, 2023. https://doi.org/10.1007/s10639-022-11105-5
MIRZAKHMEDOVA, K.; OMONOV, Q.; RIKHSIYEVA, G.; NASIROVA, S.; KHASHIMOVA, S.; KHALMURZAEVA, N. Use of Mobile Applications in Establishing Inclusive Education in Pedagogy. Journal of Law and Sustainable Development, n. 11, e2376, 2023. https://doi.org/10.55908/sdgs.v11i12.2376
MORINA, A. Inclusive education in higher education: challenges and opportunities. In: COLEMAN, M.; SHEVLIN, M. (Org.). Postsecondary Educational Opportunities for Students with Special Education Needs. Routledge, 2018. https://doi.org/10.4324/9781351107570
MUÑOZ-ARTEAGA, J.; LÓPEZ-TORRES, G.; MUÑOZ-ZAVALA, A. An Agile Learning Methodology to Support Inclusive Education. Revista Electrónica de Tecnología Educativa, p. 116-136, 2023. https://doi.org/10.21556/edutec.2023.86.3013
NOVELLA-GARCÍA, C.; CLOQUELL-LOZANO, A. The ethical dimension of digital competence in teacher training. Education and Information Technologies, v. 26, p. 3529-3541, 2021. https://doi.org/10.1007/s10639-021-10436-z
PARMIGIANI, D.; BENIGNO, V.; GIUSTO, M.; SILVAGGIO, C.; SPERANDIO, S. E-inclusion: online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, v. 30, n. 1, p. 111-124, 2021. https://doi.org/10.1080/1475939X.2020.1856714
PERMINOVA, L.; VASYLYUK-ZAITSEVA, S.; SHAPKA, I.; SAVASTRU, N. (2023). The Role of Artificial Intelligence in Improving the Quality of Education and Research. Futurity Education, v. 3, n. 4, p. 46-59, 2023. https://doi.org/10.57125/FED.2023.12.25.03
QIAN, W.; RONG, Y. A Review Study of Inclusive Education. Lecture Notes in Education Psychology and Public Media, n. 16, p. 188-193, 2023. https://doi.org/10.54254/2753-7048/16/20231143
QUINTERO, J.; BALDIRIS, S.; RUBIRA, R.; CERÓN, J.; VELEZ, G. Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade. Frontier Psychology, 10, 2019. https://doi.org/10.3389/fpsyg.2019.01835
RUDENKO, O.; PIESHEV, O.; LAZAREVA, A.; SOKOLOVA, O.; MAKSIUTA, M.; FESENKO, G. Axiological Aspects of Educational Activity in Postmodern Philosophy. Postmodern Openings, v. 13, n. 2, p. 334-344, 2022. https://doi.org/10.18662/po/13.2/457
SÁ, M.; SERPA, S. COVID-19 and the Promotion of Digital Competences in Education. Universal Journal of Educational Research, v. 8, n. 10, p. 4520-4528, 2020. https://doi.org/10.13189/ujer.2020.081020
SALNYK, I.; GRIN, L.; YEFIMOV, D.; BEZTSINNA, Z. The Future of Higher Education: Implementation of Virtual and Augmented Reality in the Educational Process. Futurity Education, v. 3, n. 3, p. 46-61, 2023. https://doi.org/10.57125/FED.2023.09.25.03
SEIS, Z. The Challenge EFL Teachers Face in Turkey: Burnout. Futurity Education, v. 3, n. 2, p. 211-233, 2023. https://doi.org/10.57125/FED.2023.06.25.14
SHEVCHUK, I.; FILIPPOVA, L.; KRASNOVA, A.; BAZYL, O. Virtual Pedagogy: Scenarios for Future Learning with VR and AR Technologies. Futurity Education, v. 3, n. 4, p. 95-117, 2023. https://doi.org/10.57125/FED.2023.12.25.06
SHONFELD, M.; COTNAM-KAPPEL, M.; JUDGE, M. Learning in digital environments: a model for cross-cultural alignment. Educational Technology Research and Development, v. 69, p. 2151-2170, 2021. https://doi.org/10.1007/s11423-021-09967-6
SONG, J.; HONGCAN, Z.; GAO, Y.; GUAN, Y. Digital Inclusive Finance, Human Capital and Inclusive Green Development - Evidence from China. Sustainability, v. 14, 2022. https://doi.org/10.3390/su14169922
STENMAN, S.; PETTERSSON, F. Remote teaching for equal and inclusive education in rural areas? An analysis of teachers’ perspectives on remote teaching. International Journal of Information and Learning Technology, v. 37 n. 3, p. 87-98, 2020. https://doi.org/10.1108/IJILT-10-2019-0096
TOHARA, A.; SHUHIDAN, S.; SAIFUL BAHRY, F.; BIN NORDIN, M. Exploring Digital Literacy Strategies for Students with Special Educational Needs in the Digital Age. Turkish Journal of Computer and Mathematics Education (TURCOMAT), v. 12, n. 9, p. 3345-3358, 2021. https://doi.org/10.17762/turcomat.v12i9.5741
TSEKHMISTER, Y.; CHALYI, A.; CHALYY, K. Teaching and Learning of Medical Physics and Biomedical Engineering in Ukrainian Medical Universities. World Congress on Medical Physics and Biomedical Engineering. Munich: Springer, 2009. p. 383-384.
TSEKHMISTER, Y.; GONCHARUK, N.; DATSIUK, N.; TSEKHMISTER, B.; LYSENKO, O. Knowledge Management System in Pharmaceutical Healthcare Sector: A Conceptual Research. Journal of Pharmaceutical Research International, v. 33, n. 44B, p. 290-297, 2021. https://doi.org/10.9734/jpri/2021/v33i44B32679
TSEKHMISTER, Y.; KONOVALOVA, T.; TSEKHMISTER, B. Quality control of educational process in the lyceum of medical profile when learning in distance mode during the COVID-19 pandemic. Amazonia Investiga, v. 11, n. 57, p. 121-132, 2022. https://doi.org/10.34069/AI/2022.57.09.13
TSEKHMISTER, Y.; VIZNІUK I.; HUMENIUK, V.; DOLYNNYI, S.; POLISHCHUK, A. Formation of professional skills of future physicians in the process of professional training. Revista Eduweb, v. 16, n. 2, p. 180-193, 2022. https://doi.org/10.46502/issn.1856-7576/2022.16.02.13
VAN MIEGHEM, A.; VERSCHUEREN, K.; PETRY, K.; STRUYF, E. An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, v. 24, n. 6, p. 675-689, 2020. https://doi.org/10.1080/13603116.2018.1482012
WAY, K.; WEIQIN, C. Increasing faculty’s competence in digital accessibility for inclusive education: a systematic literature review. International Journal of Inclusive Education, 2021. https://doi.org/10.1080/13603116.2021.1937344
XU, C. Analysis and Discussion of Influential Factors in the Construction of Digital Learning Spaces in the Context of Higher Education Digitization. SHS Web of Conferences, n. 179, 2023. https://doi.org/10.1051/shsconf/202317902026
YAZCAYIR, G.; GURGUR, H. Students with Special Needs in Digital Classrooms during the COVID-19 Pandemic in Turkey. Pedagogical Research, v. 6, n. 1, em0088, 2021. https://doi.org/10.29333/pr/9356
ZAHORODNA, O.; SAIENKO, V.; TOLCHIEVA, H.; TYMOSHCHUK, N.; KULINICH, T.; SHVETS, N. Developing communicative professional competence in future economic specialists in the conditions of postmodernism. Postmodern Openings, v. 13, n. 2, p. 77-96, 2022. https://doi.org/10.18662/po/13.2/444
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 Synesis (ISSN 1984-6754)