Theoretical Framework of Inclusive Digital Education
The developed theoretical framework establishes a solid foundation for promoting inclusive digital education by looking thoroughly into key concepts such as inclusive education, the unique needs of students with special educational needs and disabilities (SEND), and Universal Design for Learning (UDL). By defining these contexts, the document shows the challenges that different learners experience and how digital technology can help bridge these gaps and build equitable learning environments. This fundamental idea emphasizes the need for accessible and inclusive education institutions in an increasingly digitalized society.
Building on this foundation, the framework combines findings from a thorough literature research and additional studies involving students, teachers, and management from various educational environments. The literature review identified significant factors influencing inclusive digital education, including leadership, collaboration, infrastructure, pedagogy, and assessment practices. These factors were further validated and enriched through discussions and stakeholder analyses, ensuring a robust and practical understanding of the challenges and opportunities in implementing inclusive digital education. This rigorous approach provides the framework is grounded in theory and real-world perspectives.
These efforts create a model for self-evaluation tools customized to the demands of higher education management and teachers. These tools and associated learning materials offer an organized approach to assessing and improving inclusion in digital education practices. The framework informs the current initiative and takes a necessary step toward empowering educators and institutions to promote an inclusive digital learning environment. This effort is critical for creating equitable educational institutions and realizing the full promise of digital change for all students.
WP2 – Theoretical Framework of inclusive digital education
Self-evaluation tools
The self-evaluation tools for inclusive digital education include tailored questionnaires for higher education institution (HEI) management and teaching staff, addressing their unique roles in fostering inclusivity. Both questionnaires assess critical areas such as leadership, infrastructure, pedagogy, and assessment practices, but they are adapted to the specific responsibilities of each group. These tools provide a comprehensive framework for evaluating and enhancing inclusivity within HEIs, ensuring alignment between institutional strategies and classroom practices. This dual approach bridges policy and practice, forming a strong foundation for creating equitable digital education environments.
Self-evaluation tool - questionnaire for HEI management
The management questionnaire focuses on institutional policies, strategic planning, and resources that enable inclusive practices at the organizational level. It evaluates leadership’s role in shaping an inclusive digital culture and providing support and infrastructure.
WP2 – Appendix 1 – Self-evaluation tool – questionnaire for HEI management
Self-evaluation tool - questionnaire for HEI teachers
In contrast, the teacher questionnaire emphasizes classroom-level practices, including implementing inclusive pedagogy, student engagement, and professional development. It explores how teachers adapt digital tools to meet diverse learning needs and foster collaborative and respectful learning environments.
WP2 – Appendix 2 – Self-evaluation tool – questionnaire for HEI teachers
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them (2022- 1 -SI01 -KA220-HED-000088368).