Digital media can provide support in adapting lessons to heterogeneous students. For example, they can be used to show learning progress, provide individual support and suggest future learning steps (Fichtner et al., 2023, Schulz, 2018). However, new barriers can also arise that make it more difficult for everyone to participate in lessons. Higher education faces the challenge of preparing teacher trainees for the requirements of diclusive (digital-inclusive) school education and at the same time taking into account the prerequisites of the students in order to enable joint learning for all. It is therefore important to prepare teachers for diclusive eaching (Böttinger & Schulz, 2023). The neologism "diclusion" or "diclusive", which has arisen from the combination of "digital media" and "inclusion", emphasizes the importance of linking these two areas (Schulz & Reber, 2023). In particular, it points to the potential that arises when digital media is used in the context of inclusive teaching. In the context of the previously discussed need for heterogeneity-sensitive use of digital media in the (inclusive) educational environment, it is especially relevant to draw on a comprehensive understanding of inclusion. This understanding is not exclusively aimed at pupils with disabilities, but includes all pupils with their individual starting points, talents, backgrounds and needs (German Commission for UNESCO, 2021, p.1). The use of digital media proves to be an important resource for adequately addressing the different requirements of pupils in the classroom: digital applications can be used, for example, to visualize current learning progress, implement individualized support measures and suggest preventive steps for future learning (Fichtner et al., 2023, Schulz, 2018, Schaumburg, 2021). The five-level model for inclusive teaching (Schulz 2018) represents a methodologically structured approach to the use of digital media in inclusive teaching. The primary goal of this model is to promote inclusive education in order to ensure a comprehensive and equitable educational experience for all pupils so that they can realize their potential. Teachers need the diclusive knowledge for their future work with pupils. So the overarching question is: What skills do (prospective) teachers need to have and how can they be taught as individually as possible? The project "inklusiv.digital" develops OER (Open Educational Resources) materials for students and teachers of various subject didactics as well as central topics for learning and teaching with digital media in inclusive settings. In an interdisciplinary team, experts from the fields of subject didactics, special education, inclusion education and media education develop the modules didactically and prepare them for inclusive teaching settings. The aim is to support initial, further and continuing training in the context of qualifying teachers for inclusive teaching. The modular structure of the learning materials, combined with the flexibility of an open CC-BY license, enables them to be used in various learning formats, such as self-study courses and guided blended learning. The content of the modules provides specific knowledge for dynamic teaching, which is essential for prospective teachers. In addition, they are designed in a way that even people without specific knowledge can understand the content and implement it in their own lessons. The integration of these modules into a nationwide OER platform is planned in order to enable broad and easy access.

The module components developed in the project enable different access options to the digitally inclusive content and thus address the individuality and prior knowledge of the students. Attention was also paid to careful and varied implementation (e.g. audio, video, text, graphics, interactive presentations. using the tools from h5p) so that the learning process is also supported cognitively. In addition, the materials are designed to be largely barrier-free, with various access options for different needs (e.g. alternative texts, subtitles or texts for recorded audio files). Universal Design for Learning (UDL) has proven to be an effective approach in higher education didactics in order to address the heterogeneous conditions in teacher training (Bartz et al., 2021). UDL aims to design teaching and learning processes and the materials used in them in a way that they are free of barriers (Fisseler & Markmann, 2012), creating an inclusive learning environment that supports all students. This concept is based on the premise that diversity among pupils is the norm and not the exception. In a test phase with student teachers, the modules are evaluated by making them available via the respective learning management systems of the universities. The evaluation is carried out by means of with an open questionnaire. A planned effectiveness study aims to determine the development and change in the digital-inclusive knowledge of student teachers and teachers after completion of the modules. In addition, the extent to which teachers use the content or module components in order to adapt them to the heterogeneity of their learning groups will be investigated.

The "inklusiv.digital" project provides an approach to make digital-inclusive education itself a topic in teacher training on the one hand and to address the heterogeneity of the seminars and students on the other: Student teachers are prepared for diclusive lessons with the help of teaching and learning content that focuses on inclusion and the opportunities of using digital media in the classroom. In order to respond to the heterogeneous requirements of the students, the modular structure of the project offers lecturers options for differentiation and individualization so that they can in order to design their seminars in a heterogeneity-sensitive learning environment. This is achieved through the flexible learning modules and supporting materials, which can also be used in subject didactics, pedagogy, seminars on inclusion and many other subject areas in teacher training using an example from media education. The evaluation helps to ensure the quality of the OER modules in order to gain insights into the needs of student teachers (and also teachers). The evaluation also attempts to find out which design options are ideal in the digital space. Therefore, feedback is an important component in the creation and further development of the OER modules. In the end the modular structure of the learning materials, combined with the flexibility of an open CC-BY license, enables them to be used in various learning formats, such as self-study courses and guided blended learning. The content of the modules provides specific knowledge for dynamic teaching, which is essential for prospective teachers. In addition, they are designed in a way that even people without specific knowledge can understand the content and implement it in their own lessons. The integration of these modules into a nationwide OER platform is planned to enable broad and easy access.

Bartz, J., Feldhues, K., Goll, T., Kanschik, D., Hüninghake, R. Krabbe, C., Lautenbach, F., Trapp, R. (2018). Das Universal Design for Learning (UDL) in der inklusionsorientierten Hochschullehre. Eine interdisziplinäre Bestandsaufnahme aus Sicht der Fachdidaktiken Chemie, Germanistik, Sachunterricht, Sport, Theologie und der Rehabilitationswissenschaft. (The Universal Design for Learning (UDL) in inclusion-oriented university teaching. An interdisciplinary review from the perspective of the subject didactics of chemistry, German studies, physical education, sport, theology and rehabilitation science.) In S. Hußmann & B. Welzel (Hrsg.), DoProfiL - das Dortmunder Profil für inklusionsorientierte Lehrerinnen- und Lehrerbildung (S. 93-108). Waxmann. Böttinger, T. & Schulz, L. (2023). Professionalisierung in der Lehrer:innenbildung für einen digital-inklusiven Unterricht. (Professionalization in teacher training for digital inclusive teaching.) In T. Irion., T. Böttinger & R. Kammerl (Hrsg.), Professionalisierung für digitale Bildung im Grundschulalter. Ergebnisse des Forschungsprojekts P3DiG. Waxmann. Fichtner, S., Bacia, E., Sandau, M., Hurrelmann, K. & Dohmen, D. (2023). „Schule stärken – Digitalisierung gestalten“ – Cornelsen Schulleistungsstudie 2023. ("Strengthening schools - shaping digitalization" - Cornelsen School Performance Study 2023.) Gesamtstudie, FiBS-Forschungsinstitut für Bildungs- und Sozialökonomie. Fisseler, B., & Markmann, M. (2012). Universal Design als Umgang mit Heterogenität in der Hochschule. (Universal design as a way of dealing with heterogeneity in higher education.) Journal Hochschuldidaktik, 1–2(23), 13–16. German UNSECO Commission (2021, 21.10.2022). Für eine chancengerechte Gestaltung der digitalen Transformation in der Bildung. Resolution der 81. Mitgliederversammlung. (For an equitable design of the digital transformation in education. Resolution of the 81st General Assembly.) www.internationaler-bund.de/fileadmin/user_upload/storage_ib_redaktion/resolution_unesco_digitalisierung-bildung.pdf Schaumburg, H. (2021). Personalisiertes Lernen mit digitalen Medien als Herausforderung für die Schulentwicklung: Ein systematischer Forschungsüberblick. (Personalized learning with digital media as a challenge for school development: A systematic research overview.) MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 41, 134–166. Schulz, L. (2018). Digitale Medien im Bereich Inklusion. (Digital media in the field of inclusion.) In B. Lütje-Klose, T. Riecke-Baulecke, R. Werning (Hrsg.), Basiswissen Lehrerbildung: Inklusion in Schule und Unterricht: Grundlagen in der Sonderpädagogik (S. 344–367). Klett Kallmeyer. Schulz, L. & Reber, K. (2023). „Diklusive Sprachbildung - Digitale Medien im Bereich Sprache“. ("Diclusive language education - digital media in the field of language".) In J. Betz und J.-R. Schluchter (Hrsg.), Schulische Medienbildung und Digitalisierung im Kontext von Behinderung und Benachteiligung (S. 43–65). Beltz juventa.