In the project, which focuses on the local context of Czech Republic, the inclusive learning materials are seen as a medium to which thinking about global realities can be transferred and adapted according to the national conceptualizations and practices regarding inclusion. From the viewpoint of learning materials and educational media research, the study seeks to understand the complex role of learning materials in the inclusive learning environment and the implications for the qualities of the materials. The main question being addressed in this section can be formulated as “Could inclusiveness become an overarching principle for the development of contemporary learning materials?”. The question is approached from the position of understanding inclusion as providing all students with the opportunity to be successful. Methodologically, the ideas presented are based on knowledge of the development in the general media studies (e.g. Chadwick, 2017, Lister et al., 2009, Manovich, 2007) and its implications for educational media and learning materials (Sikorova & Bagoly-Simó, 2021) and several empirical studies conducted in the context of Czech lower secondary schools (e.g. Sikorova, Vaclavik & Cervenkova, 2019). First, a comprehensive presentation of the changing landscape of learning materials is aimed, drawing implications for the research. Ongoing transformational processes have been identified in the field, specifically rich diversity, transmediality, hybridization and hybrid media ecology, the culture of remixing and sharing. Research thus requires a perspective that is based on hybrid media ecologies – an environment that has its own distinctive characteristics and principles (Wikman & Horsley, 2012). The second part focuses on the primary purpose of learning materials. Speaking generally, what role do the learning materials play in the classrooms? We argue that the main feature – potentiality in the sense of affordance – is to scaffold students’ learning. Its raison d’être is to offer support by providing opportunities for learning (Pepin, Gueudet & Trouche, 2017). The question remains whether their potentiality is used and, if so, in which ways.Finally, the role of learning materials in the inclusive learning environment is discussed. Inclusion can be seen as an effort to lower barriers. We argue that the central role of learning materials in inclusive environments, which also refers to digital learning settings, is to provide support for students who need it and help overcome learning difficulties. The idea is examined based on criteria for inclusive learning materials and the concept of scaffolding.

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