AAchieving a sustainable future requires equipping people with the knowledge, skills, attitudes and values needed to adapt to an uncertain and complex world without losing sight of their well-being (UN, 2022). Digital technologies are presented as a common good that can support the achievement of SDG 4 - Education 2030 - and build a future beyond 2030 (UNESCO, 2016), which renders the combination of inclusive practices, digitalization and creativity into a key challenge for teachers in different education systems. Various publications have reported on the meaning and significance of policies along these lines (e.g. Eurydice, 2019). Previous research has shown the importance of economic, technological and educational rationalities for reconstructing conservative pedagogy and enabling the "transmission" (e.g. Sancho et al., 2020; Selwyn et al., 2017, 2022). With few exceptions, has reference been made to how policies are realised in practice in disadvantaged schools (e.g. Engel and Coll, 2022; Vigo, 2021). This paper attempts to do this. It aims to generate knowledge on how teachers can engage in their schools to address the challenges of uncertainty when making commitments toward transforming education for sustainability and equipping people with skills, attitudes, and values for their well-being in an uncertain future and complex world (UN, 2023). It addresses what teachers are doing in relation to these policies when they use digital media in schools identified as 'difficult' because of their high percentage of foreign population or their location in remote geographical areas and because of invisible global forces (Mizrav, 2023).
This paper invokes the voices of teachers who are working in segregated schools since they were positioned as ‘difficult’ because of the high percentage of abroad population or its location in remote geographic areas, using critical ethnography to present the experiences of teachers in five schools. According to Apple and Jungk(1990) we consider the relevance of knowing the experiences of teachers in order to reorganise and to actively participate in the reconstruction of these societies. However, according to the same author (2013) or Smyth et al. (2014) we can consider how people can actively participate in the reconstruction of these situations. There has sometimes been a move towards practices that recognise disadvantaged groups in order to create an education that responds to the short and long-term needs of black people that responds to the short- and long-term needs of the population in these schools (i.e. Beach and Vigo, 2020; Feito, 2020). It aims to generate knowledge on how teachers can engage in their schools to address the challenges of uncertainty when making commitments toward transforming education for sustainability and equipping people with skills, attitudes, and values for their well-being in an uncertain future and complex world (UN, 2023)

Data are based on a national R+D+i project on creative and inclusive practices with digital media in 5 schools with special difficulties, in Spain (PID2020-112880RB-100), Participant observation, interviews and informal conversations have been used. However, from this critical perspective the researchers' commitment to developing trust and confidence during the research process for community members, sharing values and responsibilities such as empathy, solidarity and respect for differences is highlighted. Researchers engaged with teachers to give meaning to their experiences and knowledge for educational activism for the benefit of the community and social transformation (Beach and Vigo, 2021).

The results add to existing knowledge about what teachers experience as important and challenging when working creatively with digital media in complex and challenging circumstances. They indicate four clear points. The first is that teachers recognise, listen to and incorporate learners' voices in curriculum development whenever they can and that they strive to make learners' voices an element of control and support for learning. The second is that teachers also express concern for the development of digital competence and for reinforcing and supporting practices linked to curricular content and the third is that they experience pressure for compliance with the curriculum and the acquisition of digital competence. The predominance of neoliberal policies that reduce the art of teaching to a mechanical and passive process (Smyth et al., 2014), using digital media for the "transmission" (e.g. Sancho et al., 2020; Selwyn et al., 2017, 2022). It is a key feature here that leads to the fourth point relating to tensions and contradictions that teachers experience related to the use of digital media. In addition to these results, the paper also reports on the transformative processes that took place during the research process. It highlights the need of dialogue and support for teachers to help them adopt critical reflective practices and adds new knowledge in this respect to previous critical research on the use of digital media.

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