In the current discourse on school and educational development, inclusion and digitalization emerge as two focal topics. However, it can be observed that both topics have separate and largely independent discourses (Hartung et al., 2021). Educational policy guidelines for inclusion (eg. KMK & HRK, 2015, EU 2019) and for digital education (e.g. KMK 2021, EU 2023) each articulate demanding objectives for educational practice, which challenge educators as cross-cutting tasks. These requirements, particularly pertinent to teachers, are evident in both the domain of inclusive education (Forlin et al., 2008; Forlin & Chambers, 2011) and in the realm of digital (media) education (DeCoito & Richardson, 2018; Waffner, 2020). At the same time, there is a lack of scientifically grounded structuring aids to navigate the complex transformation processes and to address both focal topics adequately in the design of teaching. An initial approach to integrating both dimensions exists with the concept of inclusive media education (Zorn et al., 2019). However, this approach lacks an explicit focus on classroom teaching. Moreover, the need for interdisciplinary collaboration and transdisciplinary research is emphasized and explicitly advocated by Bosse et al. (2019) in order to make a substantial contribution to inclusive teaching in the context of digital transformation processes.

At the University of Vechta, the interdisciplinary research group BRIDGES works on integrating digital and inclusive education. This proposal, grounded in the work of BRIDGES, seeks to present a comprehensive framework merging these dimensions in educational research and practice. The core of our research revolves around the development and implementation of 14 quality criteria for inclusive teaching. These criteria, an outcome of rigorous interdisciplinary collaboration, serve as a foundational element for structuring inclusive education in the digital era (Baumert et al. 2022). Our research investigates how digital tools and pedagogical strategies can be synergized to enhance inclusion in educational settings. The primary research question guiding our inquiry for this presentation is: How can digital media be utilized in teacher education and classroom environments to create and support inclusive learning experiences?

Seeking to connect theoretical principles with practical implementation, this presentation outlines the process of developing and applying quality criteria in specific educational settings. It centers on two subject-didactic projects – one in the field of mathematics education and the other in religious education. These projects serve as practical illustrations of applying the established criteria to create digital-enhanced learning environments, thereby promoting inclusive teaching and learning methodologies. Additionally, the presentation introduces a concept and an initial prototype of a digital reflection tool for teacher training. Informed by our research findings, this tool is designed to foster a culture of reflection among educators, enabling them to effectively navigate the complex interplay between digital and inclusive teaching strategies. This is essential for addressing the varied needs of students in an increasingly digitalized educational landscape.

This research not only underscores the convergence of digitalization and inclusive education but also contemplates the wider implications of these trends for the future of education. By integrating theoretical frameworks, empirical findings, and practical applications, the University of Vechta's work strives to make a meaningful contribution to the evolving field of digital and inclusive education.

The methodology of the BRIDGES project at the University of Vechta is exploratory and interdisciplinary, focusing on integrating digitalization within inclusive educational contexts. Our approach includes: (1) Development of Quality Features of Inclusive Education. The paper traces the initial redefinition of quality features of inclusive teaching of the Research Group "Inclusion" during the first phase of the BRIDGES project (Baumert et al., 2018). This phase involved an interdisciplinary discourse among educators and researchers from various fields to identify and define 14 quality features for successful inclusive education. These features, developed based on concepts by Meyer (2014) and Helmke (2015), encompassed aspects like classroom management, effective learning time, and individual support, among others. (2) Enhancing Quality Features for Inclusive Teaching in a Digitally Shaped World: In the second phase, the focus shifted to revising and refining these quality features in the context of digitalization with the research group "Digitalization in Inclusive Settings” (Baumert et al. 2022). This phase involved discussions on the role of digital media in education, considering perspectives from Inclusive Education, Media Pedagogy, and various subject didactics. The group explored three core aspects of digital media in teaching: learning with, about, and through digital media (Ruge 2014). This phase aimed to adapt and reorient the established criteria to fit the evolving digital landscape. (3) Subject-Specific Case Studies: In addition to the overarching framework, specific doctoral projects examined the integration of digital media in inclusive education within various subjects, guided by the developed quality features. Two exemplary projects, covering areas like religious education and mathematics, employed a Design-Based Research approach (Peters & Roviró, 2017) and focused on creating tailored digital learning environments. They emphasized individualized support and adapting the learning environment to meet diverse needs. (4) Designing the Transfer to Educational Practice: The paper culminates by envisioning the prospects of a digital reflection tool for educators inspired by the established quality criteria. Therefore, we offer insights in the current design-process on conceptual level.

Our project's outcomes include the practical application of quality criteria for inclusive teaching and the development of the Digital-Inclusive Reflection App (DIRA): (1) Application of the Quality Criteria and Development of Case Studies: Within the scope of our project at the University of Vechta, quality criteria for inclusive teaching were initially developed (Baumert et al., 2018), based on an interdisciplinary definition of inclusion. These criteria served as the starting point for different case studies in schools. These exemplary projects demonstrate how the developed quality criteria serve as guidelines for designing digital and inclusive learning environments. (2) Transfer of Results into Educational Practice: The second focus of our research is on making these results usable for educational practice. For this purpose, we currently work on the development of a "Digital-Inclusive Reflection App" (DIRA). This tool, based on the previously elaborated quality criteria and insights, is intended to assist teachers in reflecting on and implementing digital-inclusive teaching strategies. DIRA's primary objective is twofold: (a) Reflective Engagement: It encourages educators to engage in critical self-assessment of their digital-inclusive teaching strategies. This reflective process is rooted in the quality criteria described before. By posing targeted reflection questions, DIRA fosters a culture of introspection and continuous improvement among teachers. (b) Actionable Guidance: Alongside reflective prompts, DIRA provides practical, actionable suggestions. These recommendations are informed by the insights gained in the second phase of our project. The expected outcome is that DIRA will not only serve as a self-reflection tool but also as a guide for implementing effective digital-inclusive teaching strategies. This dual functionality aligns with our project's broader goal of advancing the integration of digital tools in inclusive education.

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