In this paper the results from a quantitative study will be presented. Inclusive schools in four European countries (Austria, Italy, North Macedonia, Bosnia and Herzegovina) were asked to self-reflect on their practices contributing toward digitalization of teaching, learning, and assessment to identify strengths and weaknesses with the goal to improve the wide integration of digital technologies in their schools. The quantitative data was collected with a tool developed by the European Commission as open resource tool, based on the European Framework for Digitally-Competent Educational Organisations – DigCompOrg (Castaño-Muñoz et al., 2018). The tool gathers anonymously the views of school leaders, teachers, and students about the extent to which and the way how digital technologies are implemented in schools. The tool contains core and optional questions structured into eight areas, that are evaluated on a 5-point Likert scale from “1=Strongly disagree” to “5=Strongly agree” (Costa et al., 2021). Three out of the eight areas are referring to teaching, learning, and assessment: “Pedagogy: Supports and Resources”; “Pedagogy: Implementation in the classroom”; and “Assessment practices”. The findings presented within this paper will focus only on these areas. In total 19 inclusive schools (68 school leaders, 588 teachers, and 3907 students) from the four countries, participated in the survey between September 2021 and March 2022. After finishing the survey detailed descriptive analysis was conducted with SPSS. Insights were gained into the practices that were reported as most commonly used as well as about the ones in need of improvement. Furthermore, a non-parametric U-Test on item level was counted with the goal to compare the agreement level of school leaders, teachers, and students to explore if there are statistically significant differences in their perceptions. The results show that in all four countries (independently of the different level of digitalization of the education system) digital technologies are mostly used by teachers for preparation of the teaching and learning activities, and at the least for performing digitally based assessment. Statistically significant differences were mainly found between teachers’ and students’ perceptions.

Castano Munoz, J., Costa, P., Hippe, R., & Kampylis, P. (2018). Within-school differences in the views on the use of digital technologies in Europe: evidence from the SELFIE tool. In EDULEARN18 proceedings (pp. 10417–10426). IATED Academy. Costa, P., Castaño-Muñoz, J. and Kampylis, P. (2021). Capturing schools’ digital capacity: Psychometric analyses of the SELFIE self-reflection tool. Computers & Education, Vol. 162, https://doi.org/10.1016/j.compedu.2020.104080