Jou nal P e-p oo
P omo ing inclusi e p ac ices wi h eme ging echnologies in
highe educa ion: Facul y p o essional de elopmen h ough
blended-lea ning
Anabel Mo iña, Víc o H. Pe e a
PII: S1096-7516(25)00028-4
DOI: h ps://doi.o g/10.1016/j.iheduc.2025.101019
Re e ence: INTHIG 101019
To appea in: The In e ne and Highe Educa ion
Recei ed da e: 20 No embe 2023
Re ised da e: 7 May 2025
Accep ed da e: 28 May 2025
Please ci e his a icle as: A. Mo iña and V.H. Pe e a, P omo ing inclusi e p ac ices wi h
eme ging echnologies in highe educa ion: Facul y p o essional de elopmen h ough
blended-lea ning, The In e ne and Highe Educa ion (2024), h ps://doi.o g/10.1016/
j.iheduc.2025.101019
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Jou nal P e-p oo
P omo ing Inclusi e P ac ices wi h Eme ging Technologies in Highe Educa ion:
Facul y P o essional De elopmen h ough Blended-Lea ning
Anabel Mo iña
Facul y o Educa ion
Uni e sidad de Se illa
C/ Pi o ecnia, s/n (41013)
Se illa – España
[email p o ec ed]
ORCID: 0000-0002-0852-7523
Víc o H. Pe e a
Facul y o Educa ion
Uni e sidad de Se illa
C/ Pi o ecnia, s/n (41013)
Se illa – España
[email p o ec ed]
ORCID: 0000-0002-3870-9475
Funding
This wo k was suppo ed by Andalusian Regional Go e nmen and FEDER Funds
(Conseje ía de Economía, Conocimien o, Emp esas y Uni e sidad) [G an numbe US-
1381423].
Jou nal P e-p oo
Jou nal P e-p oo
P omo ing Inclusi e P ac ices wi h Eme ging Technologies in Highe Educa ion: Facul y
P o essional De elopmen h ough Blended-Lea ning
Abs ac
Uni e si y ins i u ions ace he challenge o aining acul y in inclusi e digi al skills o
p o ide quali y educa ion o all. This pape p esen s a s udy ha designed, de eloped,
and e alua ed a blended-lea ning aining p og amme o acul y in Spain, ocusing on
eme ging echnologies om an inclusi e pe spec i e. A quali a i e me hodology was
employed, inco po a ing a case s udy app oach wi h semi-s uc u ed in e iews
conduc ed wi h acul y and ocus g oups wi h s uden s. The s udy encompassed a
diagnos ic e alua ion o acul y aining needs and an e alua ion o he p og amme’s
implemen a ion, ou comes and impac . The esul s e ealed ha inclusi e p ac ices wi h
echnologies bene i he acul y and s uden s in ol ed and p o ide a eplicable model
o o he uni e si ies. This s udy unde lines he impo ance o online aining in
p o essional de elopmen , as i allows o essen ial lea ning oppo uni ies in oday's
educa ional con ex .
Keywo ds: Highe Educa ion; acul y p o essional de elopmen ; aining; blended
lea ning; eme ging echnologies; inclusi e educa ion
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1. In oduc ion
Inclusi e educa ion, which ad oca es lea ning and pa icipa ion o all s uden s
wi hou excep ions, ep esen s a challenge o highe educa ion (HE) wo ldwide (UNESCO,
2021). Se e al s udies ha e highligh ed he essen ial ole o acul y membe s in his con ex ,
unde lining he need o p o ide p o essional de elopmen (PD) oppo uni ies h ough
aining p og ammes (Robe s e al., 2011).
The expe iences o s uden s wi h disabili ies, as well as he challenges posed by
inno a i e pedagogical app oaches and, especially, he pandemic, ha e highligh ed he
impo ance o echnologies in making lea ning en i onmen s inclusi e (Fe nández-Ba ane o
e al., 2022; Reyes e al., 2022). Technology in eg a ion in HE equi es an u gen e iew o
eaching me hods o ensu e equi y in he access and pa icipa ion o lea ne s, ega dless o
hei skills o abili ies.
In he cu en HE con ex , eme ging echnologies such as adap i e and mobile
lea ning a e ans o ming eaching me hodologies, acco ding o epo s such as he
EDUCAUSE Ho izon Repo (Alexande e al., 2019). These echnologies ha e no only
changed how acul y membe s app oach he educa ional p ocess bu ha e also led o an
inc eased p e e ence o lexible and online lea ning modali ies, especially among s uden s
(Pelle ie e al., 2023). This ans o ma ion ede ines he educa ional expe ience, combines
echnology wi h inclusi e p inciples, and di e si ies he uni e si y educa ional landscape.
Despi e he impo ance o echnology in educa ional inclusion, s udies e eal ha
many acul y membe s a e no adequa ely p epa ed o mee he needs o s uden s wi h
disabili ies o o use inclusi e echnology esou ces (Mo iña & Ca ballo, 2017). Implemen ing
speci ic aining plans ha empowe acul y o acqui e knowledge and de elop eaching
p ac ices using eme ging and inclusi e echnologies (T axle , 2016; Pa k e al., 2017).
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To mee his need, his a icle p esen s he esul s o a s udy ha designed, de eloped,
and e alua ed a b-lea ning aining p og amme o acul y membe s. This p og amme
ocused on using eme ging echnologies om an inclusi e pe spec i e, inco po a ing
p ac ical aspec s ha would e ec i ely apply his knowledge in he uni e si y en i onmen .
2. Li e a u e e iew
2.1. Mo ing owa d inclusi e educa ion o he a ainmen o quali y educa ion by and o
all
Inclusi e educa ion is a legal and e hical esponsibili y based on di e si y, equi y, and
social jus ice (Kou sou is e al., 2022). I is now undeniable ha all educa ional ins i u ions
mus ensu e quali y educa ion o all, p o iding accessible and ele an lea ning o all
s uden s (UNESCO, 2021). Emb acing he p inciples o inclusion en ails app ecia ing di e si y
in uni e si y se ings, ecognising ha he e a e di e se ways o lea ning and ha all
s uden s a e aluable, and p oposing ac ions ha inc ease pa icipa ion and au hen ic
lea ning (Mo iña, 2022). In inclusi e se ings, s uden -cen ed pedagogical app oaches and
Uni e sal Design o Lea ning (UDL) a e highly e ec i e in p omo ing academic success
(Hi ch e al., 2016).
S uden -cen ed app oaches e e o eaching p ac ices ha place he s uden a he
hea o he educa ional p ocess, acknowledging hei di e si y and os e ing au onomy.
These p ac ices a e closely linked o inclusi e educa ion, as hey allow o adap ing
me hodologies and esou ces o mee he indi idual needs o all s uden s, pa icula ly hose
wi h disabili ies. Simila ly, lea ning-cen ed app oaches ocus on de eloping s uden s'
compe encies and skills, emphasising how hey lea n a he han jus wha hey lea n. This
pe spec i e is essen ial o inclusion, as i acili a es he cons an e alua ion o s uden
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p og ess and he adjus men o eaching s a egies o hei unique lea ning s yles and paces
(Al ay, 2014).
Howe e , ad ancing owa d an inclusi e uni e si y is no easy ask, as i aces
challenges no ecognised in p e ious decades (Fe nández-Ba ane o e al., 2022). A clea
example is he dizzying echnological p og ess we a e expe iencing, in ensi ied by he
aining needs a ising om he COVID-19 pandemic (Lee e al., 2022). This echnological
ad ance has highligh ed he impo ance o acul y membe s keeping up o da e and
engaging in con inuous lea ning (Bong & Chen, 2021). Teaching app oaches ha e also
changed, wi h lea ne -cen ed app oaches being now ecommended. Addi ionally, he
inc easing p esence o adi ionally unde ep esen ed g oups in HE, such as pe sons wi h
disabili ies, equi es eaching p ocesses o be adjus ed o his eali y (Kou sou is e al.,
2022). All his implies he need o e hink he eaching ole and he con enience o li elong
lea ning o eache s in line wi h his new scena io.
In e ms o he eaching ole, eaching a uni e si y oday mus mean no only being
able o mas e he con en o a subjec bu also knowing how o each, adap ing o he
needs o he s uden s, and using di e en didac ic esou ces, including echnology (Reyes e
al., 2022). Howe e , i is no enough o use echnological esou ces; i is equally essen ial
ha hese a e designed wi h inclusion and accessibili y in mind so ha all s uden s can
bene i om hei use (Sánchez-Díaz e al., 2022; S ambeko a e al., 2020; Williams an Rooij
& Zi kle, 2016). In his sense, adequa e acul y aining becomes a c i ical ac o in os e ing
inclusi e p ac ices ha posi i ely impac he lea ning p ocess o all s uden s.
In his con ex , he uni e sal design o lea ning (UDL) is p esen ed as a powe ul
app oach o elimina ing ba ie s o lea ning. I a ou s implemen ing inclusi e educa ion in
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he uni e si y and p omo es a lea ning en i onmen ha espec s and alues di e si y,
wi hou excep ion (CAST, 2024; Del'Anna e al., 2024).
2.2. Eme ging echnologies o p omo e inclusi e eaching p ac ices
HE is unde going a p o ound ans o ma ion d i en by he inc easing adop ion o
eme ging echnologies. These echnologies ha e he po en ial no only o b idge he digi al
di ide, bu also o p o ide equi able access o lea ning ac i i ies ailo ed o s uden s' di e se
lea ning s yles, p e e ences, and needs (Cze kawski, 2013; Ma in e al., 2020). In his
con ex , acul y membe s ha e a signi ican ole o play, as hei pedagogical app oaches and
willingness o adap o hese echnologies a e key de e minan s in p omo ing inclusi e
class oom p ac ices (Looi e al., 2014).
Wi hin his educa ional ans o ma ion d i en by eme ging echnologies, mobile apps
ha e eme ged as essen ial ools ha acili a e he eaching-lea ning p ocess o s uden s
wi h disabili ies, while suppo ing acul y membe s and p omo ing inclusi e educa ion
(Pegalaja -Palomino, 2022). These applica ions no only pe sonalise lea ning and encou age
ac i e pa icipa ion in he class oom, as p e ious esea ch has shown (Wang e al., 2009),
bu also op imise g oup lea ning dynamics (Aul & Ho n, 2018), d i ing inno a i e
pedagogical app oaches such as gami ica ion, lipped lea ning and i ual eali y
(Kalogiannakis e al., 2021; Lamp opoulos e al., 2022; Nguwi, 2023). These echnological
ad ances ha e ans o med s uden -con en in e ac ion and ha e signi ican ly imp o ed
mo i a ion, engagemen , and academic pe o mance (Cas ellano-Bel án e al., 2025; C iollo
e al., 2024; Talan, 2020).
In addi ion o mobile applica ions, he in eg a ion o echnologies such as
gami ica ion, augmen ed eali y (AR), and i ual eali y (VR) o e s signi ican oppo uni ies
o inclusi e educa ion. Gami ica ion inco po a es game-like elemen s in o lea ning
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en i onmen s, os e ing s uden engagemen and mo i a ion. This app oach mainly bene i s
s uden s wi h a en ion di icul ies o disabili ies, p o iding s uc u ed, in e ac i e, and
enjoyable ac i i ies ha encou age pa icipa ion (Talan, 2020). On he o he hand, AR and
VR echnologies c ea e imme si e lea ning expe iences ha can enhance s uden s'
comp ehension o complex concep s. These ools make educa ional con en mo e accessible
and p o ide ailo ed suppo , which is especially aluable in inclusi e se ings whe e
s uden s may equi e al e na i e me hods o engagemen and unde s anding (Kalogiannakis
e al., 2021).
Implemen ing hese echnologies highligh s he impo ance o comp ehensi e acul y
aining in e ec i ely in eg a ing hese ools in o hei eaching p ac ices. This includes
acqui ing echnical p o iciency and designing inclusi e pedagogical s a egies ha le e age
he s eng hs o gami ica ion, AR, and VR o os e equi able lea ning oppo uni ies o all
s uden s (Bas & Sa ıgöz, 2018).
2.3. Facul y PD and b-lea ning aining o imp o e eaching p ac ices
Con inuous imp o emen o speci ic skills and knowledge has become impe a i e.
This imp o emen is achie ed h ough lea ning ac i i ies and PD, such as pa icipa ing in
cou ses, wo kshops, con e ences, men o ing, o esea ch (Desimone, 2009). Mo iña (2022)
s esses ha acul y aining is undamen al o p omo ing inclusi e p ac ices, whe e acul y
membe s who adop lea ne -cen ed app oaches and us in he abili ies o all hei
s uden s c ea e an inclusi e lea ning en i onmen om he ou se .
In acul y PD, especially in he con ex o inclusi e educa ion, he impo ance o b-
lea ning, which combines ace- o- ace and online modali ies, is ecognised (Shu & Gu, 2018).
Resea ch unde lines ha e ec i e echnology in eg a ion enhances pa icipa ion and os e s
an inclusi e lea ning en i onmen (Láza o & Dua , 2023). Howe e , a gap pe sis s in he
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scien i ic li e a u e ega ding he e alua ion o he impac o his combina ion. The e a e no
published s udies ha simul aneously add ess eme ging echnologies and inclusion, as well
as he e alua ion o he de elopmen o aining in his a ea and i s impac . Ne e heless,
p e ious esea ch ocuses on acul y aining on issues ela ed o disabili y, inclusi e
educa ion, and UDL (Hockings e al., 2012; Mo iña & Ca ballo, 2017). O he s udies ha e
add essed accessible dis ance educa ion and assis i e echnology, such as he wo k o Pa k
e al. (2017). O he s udies ha e explo ed acul y aining in echnological skills (E.g. Baéz e
al., 2019; Kluge e al., 2023).
On he o he hand, i has been obse ed ha mos b-lea ning PD p og ammes do no
p o ide ongoing suppo o ollow-up e alua ions o acul y membe s, hus highligh ing he
need o mo e in-dep h esea ch on PD in he con ex o blended lea ning (Huang e ., 2017).
Rega ding he ype o aining, i s e ec i eness on eaching p ac ices is signi ican ly
in luenced by se e al ac o s, including he du a ion and o ma o educa ional p og ammes.
Hi ch e al. (2016) ha e ques ioned he e ec i eness o uni e si y in-se ice aining, a guing
ha sho , spo adic ini ia i es make implemen ing changes in cul u es and p ac ices di icul .
This app oach highligh s he need o mo e holis ic aining s a egies. The li e a u e
suppo s he a ie y o aining o ma s alued by acul y, om ace- o- ace wo kshops o
ex ended semina s and online cou ses (Bu gs ahle & Doe, 2006). This a ie y in aining
me hods o e s lexibili y o acul y membe s and en iches hei lea ning expe ience,
allowing hem o ailo aining o hei indi idual needs and speci ic educa ional con ex s
(Wynan s & Dennis, 2018).
Finally, di e si y in aining p og ammes is c ucial o mee acul y's indi idual needs
(Gelba e al., 2015). Online and sel -guided aining, which allows o lexible acul y
pa icipa ion (Janahi e al., 2023; Zhang e al., 2010), is complemen ed by cons uc i is and
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p ocedu ally, and inally. The in e iews we e s uc u ed a ound open-ended ques ions ha
sough o explo e hei expe iences in he aining p og am and hei applica ion o
eme ging echnologies in eaching.
The ini ial in e iew, conduc ed be o e ini ia ing he aining, ocused on he acul y's
aining needs. Some o he ques ions included: Why a e you in e es ed in aking his
aining? Wha aining needs do you ha e o educa ional echnology and inclusi e
educa ion? Wha knowledge do you ha e o eme ging educa ional echnology? Do you hink
hese echnologies/me hodologies acili a e inclusi e educa ion?
The de elopmen in e iew, conduc ed hal way h ough he aining, ocused on
assessing he implemen a ion o he aining p og amme and iden i ying possible a eas o
imp o emen p io o i s conclusion. The inal in e iew aimed o e alua e he p og amme's
ou comes ega ding s uden lea ning, inclusion, and acul y p o essional de elopmen .
Ques ions included: Wha we e he ad an ages o de eloping he cou se in a blended
modali y? Wha we e he disad an ages? Wha posi i e aspec s would you highligh om
he implemen a ion o his p ac ice? Why? Do you belie e ha wi h he aining you ecei e,
you will enhance he lea ning o you s uden s? How has you app oach o inclusi e eaching
shi ed a e pa icipa ing in he p og amme?
In addi ion, o e alua e he esul s o his aining, ocus g oups we e conduc ed wi h
he s uden s o all pa icipan s, excep o P8, who chose no o pa icipa e in his phase o
he s udy. Focus g oups wi h s uden s we e designed o gain deepe insigh in o hei
lea ning expe iences. The ques ions ha guided his ocus g oup we e: Wha did you like he
mos om his expe ience? Why? Do you hink he expe ience wi h echnology is designed
o he lea ning and pa icipa ion o all s uden s, including hose wi h disabili ies? Why? Do
you conside ha e e y s uden can access he ma e ial used by you acul y membe ? Why?
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Has you pe cep ion o you acul y changed? How? Has you ela ionship wi h you acul y
changed? Why?
The 50 s uden s pa icipa ing in he 10 ocus g oups we e asked o pa icipa e
olun a ily. Two s uden s wi h disabili ies pa icipa ed in he ocus g oups: one wi h au ism
and dyslexia in he P2 g oup, and one wi h a en ion-de ici and hype ac i i y diso de
(ADHD) in he P9 g oup.
Table 4 p esen s each da a collec ion echnique and i s co esponding abb e ia ion,
which a e used h oughou he esul s sec ion o iden i y he sou ce o each quo a ion.
Table 4.
Ins umen s and abb e ia ions
Facul y
Pa icipan
Ini ial In e iew
P ocess In e iew
Final In e iew
S uden Focus G oup
P1
IIP1
PIP1
FIP1
FGP1 (8 s uden s)
P2
IIP2
PIP2
FIP2
FGP2 (6 s uden s)
P3
IIP3
PIP3
FIP3
FGP3 (3 s uden s)
P4
IIP4
PIP4
FIP4
FGP4 (5 s uden s)
P5
IIP5
PIP5
FIP5
FGP5 (6 s uden s)
P6
IIP6
PIP6
FIP6
FGP6 (6 s uden s)
P7
IIP7
PIP7
FIP7
FGP7 (3 s uden s)
P8
IIP8
PIP8
FIP8
Did no pa icipa e
P9
IIP9
PIP9
FIP9
FGP9 (6 s uden s)
P10
IIP10
PIP10
FIP10
FGP10 (4 s uden s)
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P11
IIP11
PIP11
FIP11
FGP11 (3 s uden s)
Key: IIP: Ini ial In e iew – P e-Implemen a ion Phase (Facul y Membe ); PIP: P ocess In e iew – Du ing
Implemen a ion (Facul y Membe ); FIP: Final In e iew – Pos -Implemen a ion Phase (Facul y Membe ); FGP:
Focus G oup – Pos -Implemen a ion (S uden s)
3.5. Da a analysis
Da a analysis was ca ied ou ollowing Miles and Hube man (1994). Fi s ly, all
in e iews and ocus g oups we e ansc ibed. Once he pa icipan s e u ned and e iewed
all he in o ma ion, he ansc ip s we e ead o make sense o he da a. The esea ch eam
c ea ed an induc i e sys em o ca ego ies and codes om his eading, which eme ged
di ec ly om he da a. This analysis was ca ied ou p og essi ely. The main ca ego ies and
codes we e iden i ied in he ini ial phase, and in subsequen analyses, hey we e comple ed
wi h new speci ic codes (see Table 5). All in o ma ion was analysed by wo esea che s, hus
ensu ing iangula ion o he da a. The MAXQDA so wa e was used o acili a e he handling
o he la ge amoun o da a gene a ed by his s udy.
To ensu e eliabili y in he coding p ocess, bo h esea che s join ly designed he
sys em o ca ego ies and codes and analysed all he in o ma ion. The ansc ip s we e
ini ially coded, and he in e -code eliabili y index was calcula ed using Cohen's Kappa
coe icien o e alua e he le el o ag eemen be ween he code s. The analysis yielded a
Kappa coe icien o 0.81, indica ing a high le el o ag eemen . In cases whe e disc epancies
a ose du ing he coding p ocess, he esea che s con ened o discuss he di e ences and
each a consensus.
Table 5
Ca ego y and code sys em
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Ca ego y
Code
Desc ip ion
1. Needs
1.1 T aining needs
Issues in which he pa icipan s el hey needed
o imp o e hei aining on eme ging
echnologies and inclusi e educa ion.
2. T aining
modali y
2.1 Fa ou able aspec s o
b-lea ning
Ad an ages o de eloping he aining
p og amme in a b-lea ning mode.
2.2 Aspec s o
imp o emen in b-
lea ning modali y
Aspec s o imp o emen in he de elopmen o
he p og amme in a b-lea ning mode.
2.3 Vi ual pla o m
Valua ion o he unc ioning and s uc u e o he
i ual pla o m used in he aining
p og amme.
3.
Implemen a ion
( acul y
pe spec i e)
3.1 Impac on s uden s
Impac o he expe ience on s uden lea ning.
3.2 Inclusi e educa ion
Opinion on whe he he p ac ice has imp o ed
he lea ning and pa icipa ion o all s uden s,
including hose wi h disabili ies.
3.3 P o essional
De elopmen
Mos signi ican con en and skills acqui ed by
acul y h ough he aining p og amme.
4.
Implemen a ion
(s uden
pe spec i e)
4.1. Impac on s uden s
Impac o he expe ience on s uden lea ning.
4.2. Inclusi e educa ion
Opinion on whe he he p ac ice has imp o ed
he lea ning and pa icipa ion o all s uden s,
including hose wi h disabili ies.
3.6. E hical issues in esea ch
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The pa icipan s p o ided signed an in o med consen o m, which gua an eed he
con iden iali y and anonymi y o hei da a, and we e gi en he op ion o wi hd aw om he
s udy a any ime. To p ese e he iden i y o he pa icipan s, each pa icipan was assigned
a label beginning wi h he ini ial P, ollowed by a numbe , hus iden i ying he 11 acul y
membe s in ol ed in he s udy. The same was done o hei s uden s, assigning hem a
code so ha hey could no be iden i ied. In addi ion, he s udy ecei ed e hical app o al
om he unding body o he esea ch p ojec .
4. Findings
4.1. E alua ion o he needs o aining on eme ging educa ional echnologies and
inclusion and design o he aining p og amme
This s udy began by explo ing acul y aining needs in eme ging echnologies and
inclusion. The oices and expe iences sha ed by he pa icipan s e ealed c i ical a eas ha
needed a en ion and de elopmen o imp o e he quali y o inclusi e and echnologically
ad anced educa ion.
One o he conce ns highligh ed by he acul y membe s was he need o make
echnologies accessible o all s uden s, ega dless o hei abili ies. Assessing he accessibili y
o digi al pla o ms and applica ions was iden i ied as u gen , showing a lack o speci ic ools
o add ess a ious disabili ies. In esponse, he p og amme de eloped he module
"Designing Accessible Lea ning Ma e ials", which p o ided echniques o c ea ing
educa ional ma e ials ela ed o UDL p inciples, hus ensu ing he ull pa icipa ion o all
lea ne s.
Ano he conce n was he need o mo e knowledge and use o ad anced
echnological ools. The acul y membe s exp essed a need o mo e in-dep h aining
beyond basic applica ions. The lack o expe ience wi h complex ools, such as simula ion
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so wa e and in e ac i e p og amming pla o ms, limi ed hei abili y o di e si y eaching
me hods and adap educa ional con en o he speci ic needs o indi idual lea ne s. One o
he pa icipan s exp essed:
"I need o de elop my echnological compe ence in o de o p omo e in e ac ion
wi h s uden s and encou age my s uden s o unde s and ha , i s ly, di e si y
a ec s all s uden s and, secondly, conside ing educa ional inclusion is pa o he
acul y’s job" (IIP7).
To add ess his demand, specialised modules such as Mobile Applica ions o Inclusi e
Lea ning and Augmen ed Reali y and Vi ual Reali y o Educa ional Inclusion in he
Class oom we e in oduced, enabling acul y membe s o acqui e ad anced skills in
eme ging echnologies.
Ano he poin o in e es was he e ec i e in eg a ion o echnology and inclusion.
The acul y ecognised he u gency o de eloping echnological compe encies ha would
encou age in e ac ion in he class oom and app ecia ed he impo ance o ensu ing ha
s uden s unde s ood ha inclusion was essen ial o he educa ional p ocess. The
p og amme esponded o his need by ocusing on he ha monious in eg a ion o
echnology and inclusion. Modules such as Inclusi e P ac ices wi h Mobile Lea ning and
Gami ica ion as an Inclusi e Me hodological S a egy in he Class oom guided how o
le e age echnologies o c ea e inclusi e and pa icipa o y educa ional expe iences.
Finally, he u gen need o p ac ical and applied aining in he ield o eme ging
echnologies and inclusion was a heme highligh ed by he acul y membe s. This demand
ocused on conc e e lea ning expe iences and p ac ical examples ha would enable hem o
e ec i ely unde s and he heo e ical concep s and how o implemen echnologies wi h an
inclusi e app oach in hei class ooms. Responding o his need, he p og amme was
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s uc u ed o speci ically o e p ac ical oppo uni ies ha equip acul y wi h he necessa y
skills o add ess cu en challenges in inclusi e educa ion and he e ec i e in eg a ion o
echnology in he class oom.
4.2. De elopmen o he aining p og amme and e alua ion o i s implemen a ion
In i s online modali y, he o ganisa ional s uc u e o he pla o m was undamen al
o e ec i ely guide he pa icipan s h ough he modules and assigned asks, encou aging
ac i e pa icipa ion and collabo a i e lea ning. The Moodle p og amme en i onmen was
designed o be in ui i e and accessible. A he beginning o he p og amme, he acul y
membe s ecei ed a didac ic guide ha clea ly s a ed he objec i es and expec a ions o he
p og amme. In addi ion, a de ailed u o ial on using he Moodle pla o m ensu ed ha all
pa icipan s we e amilia wi h i s unc ions and ea u es, p omo ing a seamless lea ning
en i onmen .
The eigh con en modules we e p esen ed as SCORM packages, allowing acul y
membe s o access hem in e ac i ely and pa icipa o ily. Addi ional esou ces we e
p o ided in PDF and o he o ma s o u he s udy. The p og amme con en was s uc u ed
in wo aining phases, each ocused on he p ac ical applica ion o echnologies and
pedagogical s a egies. The i s phase in oduced heo ies, ools, guidelines, and suppo
ela ed o eme ging echnologies and inclusi e educa ion, while he second phase ocused
on inclusi e class oom p ac ices using hese echnologies.
Th oughou he p og amme, pa icipan s we e asked o comple e wo p ac ical asks.
Fo he i s ask, ca ied ou a he end o he i s aining phase, hey we e equi ed o
edesign and implemen an ac i i y in hei class ooms ha in eg a ed mobile applica ions
om bo h pedagogical and inclusi e pe spec i es. This ask was o ma i ely assessed based
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on i s applicabili y, c ea i i y, and impac on s uden lea ning, using bo h pee eedback and
p ede ined c i e ia es ablished by he eaching eam.
Fo he second ask, he acul y membe s had o plan and de elop a new eaching
p ac ice, choosing among gami ied expe iences, lipped lea ning, augmen ed eali y
applica ions, o i ual assis an s o be implemen ed in hei class ooms. Pa icipan s chose a
speci ic app oach and used mobile applica ions and web ools o c ea e inclusi e
pedagogical expe iences. The e alua ion ocused on he e ec i eness o design, con en ,
and s uden inclusion. Bo h eaching p ac ices— he pilo implemen a ions o he edesigned
lea ning ac i i ies de eloped du ing each ask— equi ed pa icipan s o eco d key momen s
in hei implemen a ion, accompanied by images and concise explana ions. These eco ds
p o ided isual e idence o he e ec i e use o he eme ging echnologies, hus acili a ing a
de ailed e alua ion o he expe iences.
Figu e 1 p o ides an o e iew o he sequence o aining ac i i ies, he s uc u e o
he wo implemen a ion phases, and he associa ed e alua ion componen s.
Figu e 1
Mobile Technology in Inclusi e Educa ion P og amme
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The ace- o- ace componen o he p og amme was di ided in o h ee sessions
designed o p o ide an in e ac i e and p ac ical lea ning expe ience. In he i s session, he
i s ou modules o he cou se we e p esen ed. The pa icipan s ecei ed heo e ical
in o ma ion and pa icipa ed in in e ac i e ac i i ies o unde s and he concep s. They we e
assigned an ini ial case s udy: choosing wo mobile applica ions o ca y ou an inclusi e
p ac ice in hei subjec s, p omo ing he immedia e applica ion o lea ning. In he second
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session, he acul y membe s p esen ed hei case s udies om he i s session, ollowed by
pee eedback h ough an online quiz. The las ou modules, which we e ocused on
ad anced me hodologies and ools o inclusi e p ac ice, we e hen explo ed. The acul y
membe s collabo a ed in planning a second case s udy, whe e hey designed a session using
one o he explo ed me hodologies. In he hi d and inal session, he pa icipan s p esen ed
hei case s udies, ollowed by an in e ac i e discussion wi h pee s and aine s. This phase
allowed o a c i ical and cons uc i e e iew o he designed p ac ices.
Rega ding he e alua ion o he de elopmen o he aining p og amme, al hough
he pa icipan s exp essed sa is ac ion, hey also aised ecommenda ions o imp o ing he
p og amme du ing i s implemen a ion. One o he aspec s poin ed ou by he acul y
membe s was he need o pay mo e de ailed a en ion o inclusion, especially in he con ex
o educa ional p ac ices:
"In my case, I did no know e y well how o adap he issue o inclusion in he
p ac ices I had o do. I eel ha I am lea ning mo e abou applica ions and
echnologies, bu less abou inclusion, and I would like o see mo e emphasis on
his issue, i possible" (PIP4).
To mee his need, p ac ical sessions we e held in ace- o- ace wo kshops. In hese
wo kshops, pa icipan s could explo e inclusi e p ac ices and ecei e indi idualised guidance
on how o apply hese s a egies in eal eaching si ua ions. Collabo a i e wo k among
acul y membe s was also encou aged, allowing hem o sha e expe iences and bes
p ac ices o implemen ing inclusi e me hods in hei class ooms.
Ano he impo an sugges ion was ela ed o he p o ision o examples and
suppo ing ma e ial. Se e al pa icipan s exp essed he need o a wide a ie y o p ac ical
examples o illus a e he concep s p esen ed du ing he p og amme. To add ess his need,
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Moodle pla o m, o c ea e a mo e in ui i e and unc ional i ual en i onmen o all
p og amme use s, hus ensu ing a uly en iching and e ec i e online lea ning expe ience.
Thi dly, since uni e si ies design hem, i is common ha many aining cou ses a e
limi ed o a heo e ical app oach o con en , wi h limi ed impac on imp o ing he eaching
p ac ice. The e o e, i would be highly bene icial o any aining ac ion o p o ide he
oppo uni y o apply he con en s in he eaching p ac ice, and i would be e en mo e
e ec i e i his p ac ice could be sha ed wi h colleagues and e alua ed du ing he cou se
i sel . I would be ad isable o uni e si ies o include ac ions wi h a p ac ical app oach in
hei aining p og ammes and o use he e lec ion-ac ion- e lec ion modali y. This
app oach is p ecisely wha we implemen ed in ou aining p og amme, and we belie e ha
i is one o he keys o acul y membe s o acqui e digi al and inclusi e compe encies
e ec i ely. Ou s udy, as ha o Mo iña and Ca ballo (2017), is based on he idea ha he
mo e p ac ice-o ien ed he aining is, he be e he ob ained esul s a e. This p og amme
could se e as an example o o he uni e si ies, as i combines ace- o- ace sessions ha
include he esolu ion o p ac ical cases and eal simula ions wi h online aining, hus
gua an eeing a comp ehensi e p ac ical pe spec i e.
The p og amme's esul , he acquisi ion o digi al skills, highligh s he alue o PD
oppo uni ies p o ided by uni e si ies o p omo e inclusion (Pa k e al., 2017; Robe s e al.,
2011). Teaching wi h echnologies om an inclusi e app oach, guided by he p inciples o
UDL, enables accessible and inclusi e lea ning en i onmen s and ensu es he pa icipa ion o
all s uden s, wi hou excep ion (Cas , 2024; Kou sou is e al., 2022; UNESCO, 2021).
This aining app oach suppo s p e ious indings om o he s udies (Talan, 2020;
Wang e al., 2009) by demons a ing ha hese eaching p ac ices signi ican ly imp o e
s uden s' ac i e pa icipa ion, pee in e ac ions, mo i a ion, and a en ion. Mo eo e , om
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a acul y PD pe spec i e, i ep esen s a signi ican ad ance in p o iding acul y membe s
wi h he con idence and p epa a ion o add ess he challenges o oday's educa ional
en i onmen (Lee e al., 2022).
In his s udy, we ha e ocused mainly on ensu ing ha he p ac ices we e inclusi e,
p omo ing lea ning, pa icipa ion and a sense o belonging o all s uden s. The da a
ob ained lea e no oom o doub : he p ac ices wi h echnologies de eloped by eache s
signi ican ly impac ed inclusion, as hey os e ed educa ional en i onmen s ha we e mo e
accessible, equi able and ocused on he needs o all pa icipan s (Kou sou is e al., 2022;
Hi ch e al., 2016). The inclusion in his s udy no only e e ed o he accessibili y o
echnologies bu also o he adap a ion o pedagogical me hodologies o add ess he
di e si y o he s uden body. Du ing he p og amme's design, speci ic s a egies we e
inco po a ed o ensu e he ac i e pa icipa ion o all s uden s, such as he use o accessible
pla o ms and echnological ools adap ed o di e en needs.
In sho , gi en he signi ican impo ance o acul y aining in p omo ing inclusi e
and equi able educa ion, i is essen ial o conside some key ecommenda ions o PD in
uni e si ies: 1) designing p og ammes ha a e lexible and adap able o acul y's needs and
schedules, including online aining op ions and he possibili y o accessing lea ning
esou ces a any ime; 2) in eg a ing echnology e ec i ely, enabling acul y membe s o
acqui e digi al skills ha allow hem o make he mos o echnological ools o he c ea ion
o inclusi e and en iching lea ning expe iences; 3) os e ing collabo a ion and good p ac ice
sha ing, c ea ing oppo uni ies o collabo a ion and pee lea ning ha en ich aining and
p o ide aluable insigh s in o how o add ess speci ic challenges in he class oom; 4)
p o iding oppo uni ies o p ac ise aining con en wi h he aim o imp o ing he acul y's
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unde s anding and capaci y o applica ion; and 5) e alua ing in an ongoing and e idence-
based manne , in o de o measu e he impac o aining on he eaching p ac ice.
As his s udy shows, p omo ing inclusi e and equi able educa ion in uni e si ies
equi es con inuous engagemen wi h acul y PD. The abo e ecommenda ions can se e as
a s a ing poin o designing e ec i e p og ammes ha p epa e acul y membe s o mee
he changing challenges o educa ion in pos -co id imes and con ibu e o he achie emen
o a mo e p epa ed socie y ha is by all and o all.
6. Limi a ions and u he esea ch
One limi a ion o his s udy is he limi ed pa icipa ion o acul y membe s, which
educes he ep esen a i eness o he di e en a eas o knowledge. Al hough i would ha e
been p e e able o ha e a la ge sample o pa icipan s, he cu en demands o he eaching
p o ession, ma ked by an in ense dedica ion o esea ch and managemen , ha e made i
di icul o ob ain a la ge sample. In u u e esea ch, conside a la ge and di e se sample o
acul y membe s co e ing a ious subjec a eas. Such a b oadening o pa icipa ion would
allow o a comple e and mo e ep esen a i e pic u e o he needs and expe iences o
educa ion p o essionals in acqui ing digi al and inclusi e skills.
Ano he limi a ion is ha he s udy was conduc ed a a single uni e si y, which may
es ic he gene alisabili y o he esul s globally. To gain a mo e holis ic and ep esen a i e
unde s anding o PD p ac ices abou digi al inclusion and compe encies in HE, i would be
essen ial o eplica e his s udy in mul iple educa ional ins i u ions, co e ing di e se
con ex s and eali ies. This would enable a mo e accu a e e alua ion o he e ec i eness
and applicabili y o he p oposed s a egies and app oaches in a ious academic and
geog aphical con ex s.
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Finally, ano he limi a ion is ha we ha e e alua ed p og amme ou comes
exclusi ely h ough in e iews and ocus g oups. Al hough hese quali a i e me hodologies
p o ide aluable in o ma ion, he p og amme's impac on s uden lea ning and acul y
p o essional de elopmen could be assessed by inco po a ing mo e da a collec ion me hods,
such as eache and s uden su eys, class oom obse a ions, and collec ing eaching
a e ac s and s uden assignmen s.
Despi e hese limi a ions, his s udy's esul s o e aluable insigh s and will se e as
a s a ing poin o mo e comp ehensi e u u e esea ch in his ield.
7. Conclusions
Wi hin he amewo k o his esea ch ocusing on acul y aining in eme ging
echnologies and inclusion, he indings ha e shed ligh on he complex dynamics o inclusi e
eaching in he digi al age. This s udy o e s insigh s in o how a ca e ully designed aining
p og amme and a b-lea ning me hodology can ans o m educa ional p ac ices and p omo e
inclusion o all lea ne s. The ained acul y no only acqui ed echnical skills bu also
in e nalised he impo ance o adap ing hese echnologies o mee he di e se needs o
hei s uden s. These esul s unde sco e he impo ance o ongoing and specialised aining
o ensu e ha inclusi e educa ion is no jus an aspi a ion bu a eali y in 21s -cen u y
class ooms. We hope ha he indings and esul s ob ained can be eplica ed in o he
uni e si ies o con ibu e o he imp o emen o inclusion and equi y in HE.
The esul s o his esea ch can p o ide aluable guidance o policy decisions and he
planning o educa ional in e en ions, o e ing in o med pe spec i es o add ess he
changing demands o con empo a y educa ion. In es men in imp o ing HE in hese
espec s is an in es men in a ai e and mo e equi able u u e o all, con ibu ing o HE
ins i u ions' educa ional and social esponsibili y.
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Funding
This wo k was suppo ed by ( i le emo ed o an anonymous e iew) [g an numbe XXX].
Decla a ion o AI
The au ho s ha e p oduced his manusc ip wi hou a i icial in elligence suppo .
CRediT au ho ship con ibu ion s a emen
Au ho 1: Concep ualisa ion, W i ing – o iginal d a , In es iga ion, Fo mal analysis,
Me hodology, Finding, discussion and conclusions, e iew & edi ing, Funding acquisi ion.
Au ho 2. Concep ualisa ion, W i ing – o iginal d a , In es iga ion, Fo mal analysis,
Me hodology, Finding, discussion and conclusions, e iew & edi ing, Funding acquisi ion.
Acknowledgmen s
This wo k was suppo ed by (name emo ed o anonymous e iew)
Da a a ailabili y
Da a will be made a ailable on eques .
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