Vol.:(0123456789)
Educa ion and In o ma ion Technologies
h ps://doi.o g/10.1007/s10639-025-13374-2
Bene i s andchallenges o inclusi e eme ging echnologies
inuni e si ies: Analysis o he oice o s uden s
AnaCas ellano‑Bel an1 · Ra aelCa ballo1 · AnabelMo iña1
Recei ed: 20 May 2024 / Accep ed: 13 Janua y 2025
© The Au ho (s) 2025
Abs ac
The use o echnology in highe educa ion has been shown o ha e mul iple lea n-
ing bene i s, p o iding g ea help o all s uden s. Howe e , mo e e idence is needed
on he bene i s o echnology o inclusi e highe educa ion h ough he analy-
sis o class oom p ac ices. This s udy aimed o analyse he ad an ages and limi a-
ions iden i ied by s uden s, a e hei acul y membe s used eme ging echnologies
om an in eg a i e pe spec i e a e ecei ing aining in his ield. A quali a i e
e alua ion o he impac o he eaching p ac ice was ca ied ou o analyse hei
expe iences wi h eme ging echnologies and s udy hei e ec s on he lea ning o
49 s uden s. The da a we e ga he ed using ocus g oups. The da a analysis was con-
duc ed h ough an induc i e sys em o ca ego ies and codes. The esul s showed
bene i s de i ed om he use o echnologies in he uni e si y class oom, such as
he inc ease o mo i a ion, pa icipa ion and lea ning, educa ional inclusion, and a
be e ela ionship be ween acul y and s uden s. The s uden s also poin ed ou di i-
cul ies linked o he use o echnology and made ecommenda ions o imp o emen .
This a icle hen discusses he ob ained esul s and compa es hem wi h hose o
p e ious s udies. I concludes by highligh ing he bene i s and impo ance o acul y
aining in echnologies o ad ance owa d a mo e inclusi e highe educa ion.
Keywo ds Eme ging echnologies· Inclusi e educa ion· Highe educa ion· Facul y
aining· Lea ne s· Spain
1 In oduc ion
Access o Highe Educa ion (HE) among s uden s wi h disabili ies is inc easing
e e y yea (McKinney & Swa z, 2022; Sch eue e al., 2024). This is g ea ly due
o he c ea ion and implemen a ion o policies and egula ions o he imp o e-
men o he educa ional and social inclusion o people wi h disabili ies in HE. In
* Ra ael Ca ballo
[email p o ec ed]
1 Depa amen o de Didác ica y O ganización Educa i a, Uni e sidad de Se illa, Se ille, Spain
Educa ion and In o ma ion Technologies
he in e na ional legisla i e con ex , in he las yea s, he 2030 Agenda o sus ain-
able de elopmen s ands ou (Uni ed Na ions, 2015). The ou h goal o his ac ion
plan is ocused on gua an eeing a quali y inclusi e and equi able educa ion, p omo -
ing equal lea ning oppo uni ies o e e yone. In Spain, egula ions such as O ganic
Law 2/2023, o Ma ch 22nd, o he Uni e si y Sys em, and he Royal Legisla i e
Dec ee 1/2013 on he igh s o pe sons wi h disabili ies and hei social inclusion,
sa egua d he inclusion o uni e si y s uden s wi h disabili ies.
A he ins i u ional le el, uni e si ies a e p omo ing an inc easing numbe o
measu es o acili a e he access and e en ion o s uden s wi h disabili ies (Ga cía-
González e al., 2021). As a esul o his, acco ding o he 6 h S udy on he Inclu-
sion o Pe sons wi h Disabili ies in he Spanish Uni e si y Sys em, in he academic
yea 2020–2021, he numbe o s uden s wi h disabili ies inc eased by 0.1%, each-
ing 1.6% o he o al numbe o s uden s egis e ed in uni e si ies (Uni e sia Foun-
da ion, 2023). Howe e , he e emain a eas ha mus be imp o ed o achie e a ull
inclusion and he inc ease o he academic a es o hese s uden s.
Among such a eas ha equi e imp o emen , he acul y and hei aining a e key ele-
men s. The need o acul y aining in inclusi e s a egies has been widely demons a ed
in he in e na ional scien i ic li e a u e in he las yea s (González-Cas ellano e al., 2021).
Conside ing his eali y, i is necessa y o de elop and analyse acul y aining expe i-
ences o he gene a ion o knowledge on how such aining mus be and wha bene i s i
p o ides. Conside ing he cu en ele ance and bene i s o echnology o lea ning, his
s udy p esen s, om he oice o uni e si y s uden s, he e alua ion o he impac o a ac-
ul y aining p og am abou he use o eme ging echnologies.
1.1 S uden s wi hdisabili ies inHE
Despi e he ad ances o he imp o emen o inclusi e p ocesses in HE, uni e si y
s uden s wi h disabili ies con inue o ep esen a disad an aged g oup, since hei
p esence is s ill insu icien , and he success a es a e lowe han hose o hei pee s
wi hou disabili ies (Kohli & A encio, 2023). Simila ly, he e con inues o be a g ea
oom o imp o emen in he condi ions o eal inclusion ha a ou he access, pa -
icipa ion, and academic success o hese s uden s. To his end, a aining a quali y
and equi able HE is inc easingly u gen (Zo ec e al., 2024).
S uden s con inue o epo some di icul ies, such as he complexi y o bu eau-
c a ic p ocesses (Tou ain, 2019), he lack o access o physical spaces (Soa es &
Suzane, 2022), and he lack o adap a ion and lexibili y o he me hodologies and
syllabi (Ga cía e al., 2020). In ac , he la e ep esen ba ie s o he lea ning o
s uden s, since hey canno lea n o pa icipa e i inclusi e educa ional p ac ices
based on accessibili y and equal oppo uni ies a e no ca ied ou in he class ooms.
The use o adi ional eaching me hodologies is s ill common in uni e si ies.
S uden s o en demand a g ea e use o ac i e and inno a i e me hods ha mo e
away om mas e lec u es and acili a e pa icipa ion and meaning ul lea ning
(Dewsbu y & B ame, 2019). Likewise, acul y membe s usually employ esou ces
and ma e ials ha canno be easily used by people wi h disabili ies. In his scena io,
esea ch shows he ele ance o echnologies o he op imiza ion o he academic
Educa ion and In o ma ion Technologies
expe ience, as i helps o emo e ba ie s and acili a e lea ning (Zo ec e al., 2024).
Mo eo e , s udies on inclusi e educa ion ha e demons a ed ha he adjus men s
ha a e made o s uden s wi h disabili ies also bene i s uden s wi hou disabili ies
(Sanchez-Diaz & Mo gado, 2023). The e o e, he di e en ia ion be ween s uden s
wi h and wi hou disabili ies is no longe necessa y, gi ing ise o lexible eaching
models ha can be accessed by e e yone (Mo iñae al., 2024). Fo he de elopmen
o his ype o eaching, echnologies a e g ea allies, as hey p o ide esou ces sui -
able o he needs and p o iles o all s uden s (Cain & Fanshawe, 2021).
1.2 The use o echnologies o aninclusi e educa ion
Teaching mus e ol e and adap o he ways o li ing, in e ac ing, and lea ning o
s uden s a all imes. Conside ing ha cu en uni e si y s uden s a e mos ly digi al
na i es (people bo n and aised a e he digi al e olu ion), he use o echnologies
in eaching equi es he acul y o adap o hem and acili a e hei in e ac ions wi h
ma e ials, con en s, and people. Thus, he educa ional ield eme ges as an a ea wi h
g ea po en ial o he implemen a ion o new echnologies, especially due o he
a ie y o use s who employ educa ional echnologies ocused on acili a ing each-
ing and imp o ing lea ning (G anić & Ma angunić, 2019).
In he las yea s, especially a e he COVID-19 pandemic, nume ous uni e si ies
began using eaching–lea ning models based on eme ging echnologies, becoming
manda o y in many cases (Abu Talib e al., 2021; Pei is e al., 2024). The pandemic
con ex encou aged acul y membe s o acqui e echnological compe ences, assum-
ing a undamen al ole in he ansi ion om adi ional lea ning en i onmen s o
echnology-d i en lea ning en i onmen s (Pei is, 2024; Pei is e al., 2024). In his
way, esou ces and s a egies such as i ual and augmen ed eali y, gami ica ion,
i ual in elligence, social ne wo ks, and MOOC (Massi e Open Online Cou se)
a e inc easingly common in uni e si y eaching (Isaías, 2018). In addi ion o hese
endencies, Mobile-Lea ning (M-Lea ning) e e s o he use o mobile de ices o
lea ning (sma phones, compu e s, able s, elec onic eade s, and sma wa ches),
which acili a e accessibili y and immediacy (Bu ke e al., 2022).
Technologies pose a sou ce o ad an ages o he lea ning o all s uden s, c ea -
ing mo e e ec i e, inspi ing, and mo i a ing media, me hods, and lea ning s a e-
gies (Anso i e al., 2024; Pacheco e al., 2021). These ad an ages ha e been widely
s udied h ough he Technology Accep ance Model (TAM), which emphasizes
ac o s such as ease o use and pe cei ed use ulness as undamen al elemen s o
i s success ul implemen a ion (G anić & Ma angunić, 2019).Thei main bene i s
include he possibili y o ca ying ou in e ac i e expe iences (Wynan s & Dennis,
2018), he inc eased s uden mo i a ion (Pe e a & Mo iña, 2019; Yusmaningsih
e al., 2024), and imp o ed ime managemen (Co án e al., 2024; Seale e al., 2021).
Fu he mo e, echnology allows o e ing di e en eaching op ions adap ed o he
indi idual cha ac e is ics and lea ning s yles o each s uden (Heiman e al., 2017).
Las ly, In o ma ion and Communica ion Technologies (ICTs) p o ide o he possibil-
i ies o in e ac ion among s uden s, and be ween s uden s and acul y membe s, as
Educa ion and In o ma ion Technologies
hey o e di e en means, bo h synch onous and asynch onous (Ngubane-Mokiwa
& Khoza, 2021).
Rega ding he bene i s o s uden s wi h disabili ies in pa icula , echnologies
ha e shown g ea po en ial o imp o e hei pa icipa ion and lea ning (Kea ney
e al., 2021; Pe e a & Mo iña, 2019). ICTs acili a e an icipa ed access o he con-
en o he subjec s (Chun & Williams, 2021), and he use o ma e ials in digi al
o ma is essen ial o nume ous s uden s wi h disabili ies (Cain & Fanshawe, 2021).
When ma e ials a e accessible, hey can be easily used by any s uden , and hey a e
also compa ible wi h assis i e echnology (Bong & Chen, 2024). The e o e, i can
be said ha ICTs also aim o democ a ize educa ion and p omo e he inclusion o all
s uden s (Mee & Kala, 2021).
Ne e heless, he use o echnologies may also p esen ce ain di icul ies. Fo
example, hey may ac as a dis ac ion ac o when hei pedagogical po en ial is
no ully used (Ca ión & Roblizo, 2022). Simila ly, i is impo an o highligh he
high cos o some echnological esou ces (Seale e al., 2021) and he dependence
on an In e ne connec ion o comple e ce ain assignmen s (Co án e al., 2024). The
main p oblem lies in he use o inaccessible echnological esou ces (Seale e al.,
2021). I he p inciples o accessibili y and Uni e sal Design o Lea ning (UDL)
a e dis ega ded, hey become ano he ba ie ha s uden s wi h disabili ies mus
ace (Mo iña e al., 2024). In o de o be e ec i e, echnology-media ed eaching
equi es a pedagogical use o echnology, applying i s ull educa ional po en ial and
acili a ing i s use o e e yone (Zo ec e al., 2024). Conside ing ha he esponsi-
bili y o de eloping inclusi e and quali y educa ional p ocesses lies di ec ly in he
acul y, uni e si ies mus ocus on hei echnological skills and knowledge as key
elemen s.
1.3 Facul y aining in echnology andinclusi e educa ion
As s a ed by Bong and Chen (2024), acul y membe s play a undamen al ole in
he inclusion o s uden s wi h disabili ies. Howe e , hese s uden s encoun e ce ain
di icul ies, iden i ying he acul y membe as a ba ie . Fo ins ance, some s udies
poin ou a nega i e a i ude owa d disabili y o hei lack o aining in inclusi e
eaching p ac ices (González-Cas ellano e al., 2021; Soa es & Suzane, 2022). Many
o he di icul ies ela ed o acul y membe s a e due o a lack o knowledge on how
o ca y ou an inclusi e eaching, showing a lack o sensi i i y owa d disabili y.
A he same ime, o he au ho s unde line he need o acul y aining ega ding
echnologies, especially in e ms o he use o accessible digi al esou ces and hei
implemen a ion as suppo o s uden s wi h disabili ies (Fe nández-Ba ane o e al.,
2022).
In Spain, he pedagogical aining o acul y membe s is olun a y, and he ain-
ing o e ed abou eaching s a egies is limi ed, wi h ma e s o disabili y and inclu-
si e educa ion being a ely add essed (Mo iña & Ca ballo, 2017). Thus, acco ding
o he cu en educa ional pa adigm, i is necessa y o de elop aining ac ions ha
p epa e acul y membe s o uni y inclusi e educa ion, a en ion o s uden s wi h dis-
abili ies, and he use o echnologies (Román-G a án & Fe nández-Ce e o, 2022).
Educa ion and In o ma ion Technologies
Uni e si ies mus de elop and p omo e pa icipa ion in aining p og ams abou
p ac ices and me hodologies ha os e he inclusion o all s uden s (González-Cas-
ellano e al., 2021). In addi ion o hei implemen a ion, e alua ing he impac o
hese p og ams on he uni e si y communi y p o ides e idence o he bene i s o
acul y aining o bo h acul y membe s who ecei e i and hei s uden s (Mo iña
& Ca ballo, 2017). This is he main con ibu ion o ou s udy, as i e alua es he
impac o aining in inclusi e echnologies om he oice o he s uden s.
O he s udies ha e analysed acul y aining expe iences. Hsiao e al. (2019)
assessed a aining p og am abou UDL, s uden s wi h disabili ies, and accessible
online lea ning. The p og am was e alua ed, showing signi ican imp o emen s bo h
in he a i udes o he pa icipa ing acul y membe s owa d disabili y, and in aspec s
ela ed o he c ea ion o accessible ma e ials and en i onmen s. Hope (2020) shows
examples o aining ela ed o he quali ica ion o acul y membe s in echnology
o he de elopmen o an inclusi e pedagogy. These ainings a e ocused on he
design o accessible online eaching in uni e si ies and he implemen a ion o acces-
sible echnology in he uni e si y scope. In ou s udy, on he con a y, he assessed
aining was ocused on eme ging echnologies om an inclusi e app oach on ace-
o- ace eaching.
This esea ch aims o ill a esea ch gap by analysing he impac o a aining p o-
g am o acul y membe s in inclusi e eme ging echnologies on eaching and lea n-
ing o s uden s. Thus, he p og am’s impac is analysed h ough he s uden s’ opin-
ions. By e alua ing he bene i s, di icul ies, and ecommenda ions o imp o emen ,
he s udy con ibu es o imp o ing he in eg a ion o echnologies in he uni e si y
class oom o p omo e he inclusion o all s uden s.
2 Me hod
This s udy is amed wi hin a la ge p ojec , whose aim was o design, de elop, and
e alua e a blended-lea ning acul y aining p og am on inclusi e educa ional p ac-
ices wi h eme ging echnologies a a ace- o- ace uni e si y. The aining p og am
was e alua ed a h ee ime poin s: a he beginning (diagnos ic e alua ion), du ing
i s de elopmen ( o ma i e e alua ion), and a he end o he p og am (e alua ion o
esul s). The e alua ion o he p og am was quali a i e, using he case s udy me h-
odology and ollowing he p oposi ion o S ake (2011) o p og am e alua ion.
The case s udy me hod allows an in-dep h s udy o a phenomenon wi hin i s eal-
li e con ex . Likewise, his me hodology o e s lexibili y in e ms o design and
execu ion and allows i o be complemen ed wi h o he me hods, p o iding a mo e
comple e iew o he phenomenon s udied (Yin, 2003). Thus, a single case s udy has
been de eloped, consis ing o he analysis o he de elopmen and impac o a ain-
ing p og am. This esea ch, esponding o S ake’s (2011) p og am e alua ion model,
ocused on e alua ing he impac o he aining p og am.
In his a icle, which is ocused on he inal e alua ion o he p og am, wo
esea ch ques ions a e posed: How do he s uden s and class oom p ac ices bene i
om he acul y aining wi h inclusi e eme ging echnologies? Wha di icul ies do
he s uden s encoun e and wha p oposals do hey o e o imp o e he p ac ices
Educa ion and In o ma ion Technologies
wi h eme ging echnologies? To answe hese ques ions, he pe spec i es o he s u-
den s wi h whom he acul y membe s pu hei pos - aining knowledge in o p ac-
ice a e analysed o assess he impac o eme ging echnologies on lea ning.
2.1 T aining p og am
The aining p og am aimed o quali y acul y membe s o ca y ou inclusi e each-
ing wi h eme ging echnologies, especially wi h he use o mobile de ices (M-Lea n-
ing). The p og am, which was designed by a mul idisciplina y esea ch eam, was
s uc u ed in eigh con en modules. The i s ou modules add essed inclusi e edu-
ca ion, accessibili y and UDL, M-Lea ning me hodology, and he pedagogical use
o mobile applica ions. The ollowing ou modules p esen ed ou educa ional s a -
egies based on eme ging echnologies om an inclusi e pe spec i e: gami ica ion,
lipped-lea ning, i ual and augmen ed eali y, and educa ional cha bo s.
The aining expe ience was ca ied ou wi h 11 acul y membe s o h ee mon hs
in a Spanish uni e si y. The aining modali y was blended-lea ning, wi h a o al o
90h (12 ace- o- ace hou s and 78 online hou s). The ace- o- ace pa consis ed o
h ee sessions o ou hou s each, which we e conduc ed a he beginning, middle,
and end o he p og am. In he i s session, he doub s o he ou ini ial modules
we e add essed. Based on hese modules, he acul y membe s we e eques ed o
design and ca y ou an ac i i y p oposal in he class oom ha in eg a ed mobile
applica ions om an inclusi e pe spec i e. In he second session, he de eloped
p ac ices we e p esen ed, and each acul y membe ecei ed eedback om he es
o he pa icipan s and he aine s. Mo eo e , he ou inal educa ional s a egies
we e in oduced, and each acul y membe selec ed one o implemen i in he class-
oom. In he las ace- o- ace session, each acul y membe p esen ed he s a egy
hey de eloped, which was e alua ed by he aine s and he es o he pa icipan s.
The online aining was conduc ed h ough he Moodle pla o m, whe e he con-
en s, ac i i ies, and ma e ials we e p o ided. In addi ion, his pla o m included
spaces such as o ums o sha e and discuss doub s and ideas. The pla o m enabled a
con inuous ollow-up o he wo k conduc ed by he acul y membe s.
2.2 Pa icipan s in hes udy
The inal e alua ion o he impac o he aining p og am was based on he opinions
o 49 s uden s o 10 ou o he 11 acul y membe s who unde ook he p og am.
Since his phase o he s udy was pe o med close o he examina ion pe iod, none
o he s uden s o Facul y 8 pa icipa ed in he s udy, due o a lack o ime.
The pa icipan s we e accessed once he acul y implemen ed one o he s a e-
gies based on eme ging echnologies. Each acul y membe asked hei s uden s o
olun a ily pa icipa e in a discussion g oup o e alua e he impac o he educa-
ional s a egies implemen ed. A he end o he session, he s uden s in e es ed in
pa icipa ing in he esea ch sha ed hei con ac in o ma ion wi h he esea che s.
A e wa d, he esea che s con ac ed hem. The s uden s who we e a ailable on he
es ablished da e pa icipa ed. In o al, 49 s uden s pa icipa ed, o which 22 we e
Educa ion and In o ma ion Technologies
male and 27 we e emale. Rega ding age, 41 pa icipan s we e unde 25yea s old, 5
we e be ween 25 and 30yea s old, 1 was be ween 40 and 30yea s old, and 2 we e
o e 50yea s old. Table1 shows he s a egies de eloped by each acul y membe
and he in o ma ion abou s uden p o iles in each discussion g oup.
2.3 Resea ch ins umen
Al hough in e iews wi h he acul y membe s and obse a ions in he class oom
we e also conduc ed o e alua e he p og am, his a icle only uses he analysis o
he oice o he s uden s who pa icipa ed in he ocus g oups. The in en ion is o
show he di ec e ec s o eaching p ac ices wi h eme ging echnologies on s uden s’
lea ning and academic expe ience, so his a icle shows he analysis o he es imo-
nies ob ained in he ocus g oups a e de eloping he s a egies lea ned by he ac-
ul y membe s in he aining p og am.
A o al o 10 ocus g oups we e pe o med, wi h an a e age du a ion o 25min.
Be ween 3 and 8 s uden s pa icipa ed in each ocus g oup. 8 we e conduc ed ace-
o- ace and 2 online. The class oom sessions and ocus g oups ook place o e a
pe iod o 6mon hs. Each ocus g oup was held in he acul y whe e he s uden s
we e aking hei classes. Two esea che s guided hese sessions. Fi s , he objec-
i es o he esea ch we e ecalled. Then, based on speci ic ques ions, a con e sa-
ion and deba e we e de eloped whe e in o ma ion was ga he ed abou he s uden s’
alua ion and he s a egies and ools employed by hei acul y membe s. The ol-
lowing we e some o he ques ions asked in he ocus g oups: Wha did you like he
mos om his expe ience? Why? Do you hink ha 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 he ma e ial used by you acul y membe
can be accessed by e e y s uden ? Why? Has you pe cep ion owa d you acul y
changed? How? Has you ela ionship wi h you acul y changed? Why?
2.4 Da a analysis
The analysis o he da a ollowed he p oposi ion o Miles & Hube man (1994).
A s uc u al analysis o he in o ma ion was conduc ed ollowing he h ee phases
o his model. Fi s ly, he in o ma ion ob ained in he discussion g oups was an-
sc ibed. Then, a ull eading o all he in o ma ion was pe o med, om which a
sys em o ca ego ies and codes was induc i ely c ea ed. Once his sys em was c e-
a ed, he in o ma ion was coded. The ca ego ies and codes o he analysis eme ged
om eading he in o ma ion collec ed in he ocus g oups, making i an induc i e
sys em. The ocus g oup sc ip s we e s uc u ed by hema ic sec ions, acili a ing
ca ego ies’ gene a ion. These codes we e gene a ed om he eading o he an-
sc ip ions, a which poin he main sub- hemes o analysis eme ged. Once he ca -
ego ies and codes we e c ea ed, he coding p ocess was ca ied ou using MaxQDA
so wa e. A his poin , new codes eme ged, so he sys em was e ised and ex ended
on di e en occasions. Table2 shows he ca ego ies and codes used o his analysis.
Educa ion and In o ma ion Technologies
Table 1 Pa icipan s’ cha ac e is ics
Facul y mem-
be (FM)
Pa icipan s (s uden s) Me hodology Sex nAge (yea s) nBSc/MSc
FM1 P1, P2, P3, P4, P5, P6, P7, P8 Flipped Lea ning Men
Women
7
1
< 25
25–30
40–50
> 50
6
2
0
0
Geog aphy
FM 2 P9, P10, P11, P12, P13, P14 Flipped Lea ning Men
Women
5
1
< 25
25–30
40–50
> 50
4
0
1
1
Geog aphy and His o y
His o y
FM 3 P15, P16, P17 Flipped Lea ning Men
Women
0
3
< 25
25–30
40–50
> 50
2
0
0
1
His o y o A
FM 4 P18, P19, P20, P21, P22 Gami ica ion Men
Women
2
3
< 25
25–30
40–50
> 50
5
0
0
0
F ench S udies
FM 5 P23, P24, P25, P26, P27, P28 Educa ional Cha bo s Men
Women
3
3
< 25
25–30
40–50
> 50
6
0
0
0
Physical Ac i i y and Spo s Science
FM 6 P29, P30, P31, P32, P33 Educa ional Cha bo s Men
Women
2
3
< 25
25–30
40–50
> 50
5
0
0
0
P ima y Educa ion
FM 7 P34, P35, P36 Vi ual and Augmen ed Reali y Men
Women
0
3
< 25
25–30
40–50
> 50
2
1
0
0
MSc in Teaching
Educa ion and In o ma ion Technologies
Table 1 (con inued)
Facul y mem-
be (FM)
Pa icipan s (s uden s) Me hodology Sex nAge (yea s) nBSc/MSc
FM 9 P37, P38, P39, P40, P41, P42 Gami ica ion Men
Women
1
5
< 25
25–30
40–50
> 50
6
0
0
0
P ima y Educa ion
FM 10 P43, P44, P45, P46 Gami ica ion Men
Women
2
2
< 25
25–30
40–50
> 50
2
2
0
0
MSc in Physical Ac i i y
FM 11 P47, P48, P49 Vi ual and Augmen ed Reali y Men
Women
0
3
< 25
25–30
40–50
> 50
3
0
0
0
Occupa ional The apy
Educa ion and In o ma ion Technologies
mo e inclusi e eaching p ocesses, p o iding acili a o s ha a e some imes essen-
ial o s uden s wi h disabili ies (Kea ney e al., 2021; Mee & Kala, 2021). One
cha ac e is ic ha makes echnologies p omo e inclusion by allowing hei use by all
is accessibili y (Chun & Williams, 2021). Technology makes i possible o comply
wi h he p inciples o UDL by o e ing mul iple ways o ep esen ing in o ma ion
and exp essing knowledge, adap ing eaching o he cha ac e is ics o any s uden
(Cain & Fanshawe, 2021). In he case o ou s udy, he digi al esou ces used com-
ply, o he mos pa , wi h he accessibili y guidelines ha acul y had p e iously
lea ned in he aining p og am. O he s udies ag ee in emphasizing he impo ance
o using accessible ma e ials ha a e compa ible bo h wi h di e en de ices and
wi h he assis i e echnology ha many s uden s wi h disabili ies use (Bong & Chen,
2024).
O he bene i s iden i ied in his s udy we e he imp o emen o class oom cli-
ma e and ime managemen , which was assumed by acul y wi h o ganiza ion and
s uc u ing o eaching. This esul coincides wi h p e ious wo ks, such as hose o
Co án e al. (2024) o Seale e al. (2021), which also poin ou he bene i s o ech-
nology, such as he op imiza ion o ime, bo h inside and ou side he class oom, and
he imp o emen o he clima e.
While his s udy highligh s he po en ial o eme ging echnologies o imp o e
educa ional inclusion in HE and o he signi ican bene i s, i also e eals a numbe
o challenges ha need o be add essed o hei e ec i e implemen a ion. These
include he need o ongoing aining o acul y, adap ing echnological esou ces
o he needs o all s uden s, and o e coming echnical ba ie s ha may hinde hei
use in he class oom.
As e idenced by he s uden s’ es imonies, i is necessa y o acul y o ecei e
ongoing aining o imp o e hei echnical and pedagogical compe ence in he use
o echnologies (Pei is, 2024). I is clea ha acul y aining plays a c ucial ole in
he success ul implemen a ion o inclusi e echnologies. As has been s udied, ac-
ul y need con inuous and adequa e aining no only in he echnical managemen o
digi al ools bu also in how hese can be applied pedagogically o maximize hei
impac on eaching and educa ional inclusion (Pe e a & Mo iña, 2019; Seale e al.,
2021). Wi hou his aining, acul y un he isk o using echnologies in isola ion,
which can limi hei e ec i eness and posi i e impac on s uden s. I is, he e o e,
necessa y o uni e si ies o p omo e he de elopmen o aining ac i i ies o ac-
ul y in echnology and inclusi e eaching (González-Cas ellano e al., 2021). In
addi ion, i would be ecommendable o encou age acul y pa icipa ion in hese
ac i i ies h ough ecogni ion in p o essional p omo ion sys ems o by es ablishing
ways o ensu e he pa icipa ion o all acul y.
On he o he hand, in ou s udy, some pa icipan s exp essed doub s abou he
accessibili y o speci ic esou ces, especially o people wi h isual impai men .
This esul is in line wi h wha has al eady been ound in he wo k o Gin e al.
(2021), who highligh ed ha he main p oblem o expe iences wi h echnologies
used o eside in he use o inaccessible esou ces. I is necessa y o ensu e ha all
s uden s can ully bene i om echnologies in he class oom. I is ecommended
ha acul y membe s conduc a p io e iew o he ma e ials and ools hey plan o
Educa ion and In o ma ion Technologies
use, ensu ing ha hey comply wi h accessibili y s anda ds. In addi ion, i would be
help ul o de elop al e na i e ways o hose esou ces ha may no be accessible o
speci ic g oups o s uden s. The e o e, when designing his ype o expe iences, i is
essen ial o conside UDL and accessibili y p inciples, p omo ing ha he esou ces
can be used by all s uden s (Mo iña e al., 2024).
On he o he hand, i is ele an o highligh ha some s uden s pe cei ed a lack
o con inui y in he applica ion o hese me hodologies and poin ed ou ha , in some
cases, hey we e pe cei ed as isola ed expe iences, which e lec s a possible discon-
nec ion be ween he aining ecei ed by acul y and hei p ac ical applica ion in he
class oom. This inding highligh s he impo ance o encou aging a mo e sys ema ic
and p olonged use o inclusi e echnologies, p e en ing hem om being pe cei ed
as spo adic and isola ed ini ia i es (Gin e al., 2021). The e o e, acul y should in e-
g a e hese ools sys ema ically h oughou he cou se, ensu ing ha hey o m an
in eg al pa o he eaching me hodology.
Despi e he challenges no ed abo e, his s udy’s esul s sugges ha inclusi e
eme ging echnologies can be a powe ul ool o imp o ing he quali y o HE as
long as hey a e applied hough ully and accompanied by con inuous and app op i-
a e acul y aining.
5 Limi a ions and u u e esea ch
Some limi a ions eme ged in he de elopmen o he s udy. One o hese limi a ions
was he lack o pa icipa ion om acul y membe s o some ields o knowledge.
Al hough he e was ep esen a ion o di e en a eas, i would ha e been in e es -
ing o include acul y membe s om o he a eas ha we e no ep esen ed, such as
Heal h Science, Expe imen al Sciences and Technical ields. Some acul y membe s
did no ha e enough eaching hou s o ca y ou longe and mo e con inuous p ac-
ices, hus some o he p ac ices we e pe cei ed by he s uden s as isola ed expe i-
ences. Consequen ly, i is impo an o conside he lec u e hou s ha he pa ici-
pan s ha e, in o de o gua an ee ha hey can adequa ely design and implemen
hei p ac ices. Despi e hese limi a ions, he cu en s udy allows iden i ying he
di ec bene i s o acul y aining in he inclusi e use o echnologies on he lea ning
o uni e si y s uden s.
Wi h ega d o u u e s udies, se e al esea ch lines a e p oposed. Fi s ly, i is
necessa y o inc ease he numbe o acul y aining expe iences o he de elop-
men o inclusi e eaching h ough he p inciples o UDL, since he li e a u e p o-
ides li le e idence in his ega d. Secondly, i would be in e es ing o iden i y and
analyse good inclusi e p ac ices wi h echnologies ha a e cu en ly ca ied ou in
uni e si ies, wi h he aim o gene a ing and sha ing knowledge abou he bene i s
and impac o o he esou ces and p ac ices on he lea ning o s uden s. Las ly, i is
undamen al o inco po a e he opinion o he s uden s hemsel es in he gene a ion
o knowledge abou inclusi e p ac ices. Thus, u u e s udies could include s uden s
in p ocesses o co- esea ch and co-design o ma e ials and educa ional p ac ices
media ed by echnologies.
Educa ion and In o ma ion Technologies
6 Conclusions
This a icle explo es he bene i s, di icul ies, and p oposals o he imp o emen o
uni e si y eaching based on eme ging echnologies and inclusion. This s udy allows
concluding ha s uden s ha e a posi i e opinion o hese p ac ices. In gene al, hey
highligh ed aspec s such as inno a ion, imp o emen o ime managemen and inc ease
o pa icipa ion, mo i a ion, and in e ac ions in he class oom. We can also conclude
ha he use o echnology a o s he p ocesses o educa ional inclusion by inco po a -
ing accessibili y and lexibili y in o he me hods and ma e ials. These aspec s p omo e
he adap a ion o he di e en lea ning s yles and indi idual cha ac e is ics, con ibu -
ing o he c ea ion o equi able educa ional en i onmen s. Howe e , his s udy also
shows ha he use o echnologies may p esen di icul ies, such as a lack o echnical
compe ence o he acul y, a lack o accessibili y, o echnical di icul ies in he use o
ce ain esou ces and applica ions. I is essen ial o c i ically examine he accessibili y
o hese echnologies o mee he needs o all lea ne s, including hose wi h lea n-
ing, cogni i e and physical disabili ies. Fo many s uden s wi h disabili ies, he use o
accessible esou ces is a undamen al p ac ice, making he de elopmen o echnol-
ogy-based eaching p ac ices essen ial o ensu e hei academic success. The e o e, he
inco po a ion o accessible echnological esou ces in eaching is essen ial o p o ide a
uly inclusi e educa ion ha mee s he needs o all lea ne s.
Despi e hese challenges, i can be concluded ha acul y aining in echnology
and inclusion has a posi i e impac on he lea ning expe ience o uni e si y s uden s
and eaching p ac ices. These esul s can help uni e si ies as e idence o he ben-
e i s o acul y aining o he imp o emen o eaching quali y. This is expec ed o
con ibu e o aising awa eness abou he need o s eng hen he aining p ocesses
o acul y membe s as a s a egy o imp o e educa ional inclusion and he lea ning
expe iences o all s uden s.
Au ho con ibu ions All au ho s con ibu ed o he s udy concep ion, design and de elopmen . The i s
d a o he manusc ip was w i en by Ana Cas ellano-Bel an and all au ho s commen ed on p e ious
e sions o he manusc ip . All au ho s ead and app o ed he inal manusc ip .
Funding Funding o open access publishing: Uni e sidad de Se illa/CBUA. This wo k was
g an ed by Jun a de Andalucía (Regional Minis y o Economy, Knowledge, Business and Uni-
e si y) [US-1381423]; Minis y o Science and Inno a ion/S a e Resea ch Agency/h ps://doi.
o g/10.13039/501100011033and by he Eu opean Union "Nex Gene a ionEU/Reco e y, T ans o ma ion
and Resilience Plan [RYC2021-032768-I]; Minis yo Uni e si ies [FPU20/01991].
Da a a ailabili y The da a ha suppo he indings o his s udy a e no a ailabledue o p i acy o he
pa icipan s.
Decla a ions
Compe ing in e es The au ho s ha e no ele an inancial o non- inancial in e es s o disclose.
The au ho s decla e ha hey ha e no con lic o in e es .
The pa icipan s signed a p io in o med consen . This documen ensu ed he con iden iali y and anonym-
i y o he ga he ed da a. The in o med consen gua an eed he possibili y o wi hd awing om he s udy
and des oying hei da a whene e hey wished o.
Educa ion and In o ma ion Technologies
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Publishe ’s No e Sp inge Na u e emains neu al wi h ega d o ju isdic ional claims in published maps
and ins i u ional a ilia ions.
