This paper explores the transformative potential of media technologies in advancing inclusive education for learners with disabilities, framed within European and international policy landscapes. Through qualitative case studies, participatory design, and policy analysis, it identifies barriers and opportunities in leveraging tools like augmented reality (AR) and gamification to foster equity. The study emphasizes collaborative, policy-aligned strategies to harmonize global frameworks with localized practices, offering actionable insights for educators, policymakers, and technologists.

Introduction

1. Inclusive education, enshrined in global initiatives like UNESCO’s Sustainable Development Goal 4 (SDG 4) and the European Union’s Digital Education Action Plan, remains an unfulfilled promise for many learners with disabilities. Despite advancements in media technologies from gamified learning platforms to AR—systemic inequities persist in access, teacher training, and policy implementation (Halder & Argyropoulos, 2019). In Europe, disparities are stark: while Germany integrates AR into special education curricula, countries like Serbia and Greece lag due to infrastructural and ideological barriers (Kaimara et al., 2023). This paper argues that media technologies, when grounded in participatory design and transnational policy alignment, can bridge these gaps. It addresses three research questions:
2. How do media tools enhance accessibility and engagement for learners with disabilities?
3. What barriers hinder teacher adoption of these tools?
4. How can international frameworks align with local practices to promote equity?

Theoretical Framework

The study synthesizes two pedagogical models Universal Design for Learning (UDL) and Differentiated Instruction (DI) to address diverse learner needs. UDL’s emphasis on flexible content delivery aligns with media’s capacity for customization, such as AR applications that adapt to sensory or cognitive disabilities (Rose et al., 2006). DI complements this by advocating tailored instructional strategies, ensuring media tools do not become “one-size-fits-all” solutions.

Transmedia learning principles further enrich this framework. By leveraging storytelling across platforms (e.g., interactive videos paired with gamified quizzes), transmedia methods foster engagement and autonomy, particularly for learners with attention-related disabilities (Jenkins, 2009). Crucially, these pedagogical approaches intersect with the European Commission’s (2020) digital education priorities, which stress teacher training and equitable resource distribution. Together, they form a cohesive lens to evaluate media’s role in inclusive education.

The research employed a qualitative, multi-method design to understand nuanced cross-cultural perspectives on media technologies in inclusive education. By strategically selecting three European countries, Germany, Serbia, and Greece, the study explored diverse stages of technological integration and educational innovation. The research analyzed inclusive classrooms in these countries, deliberately chosen to represent different technological landscapes. Germany exemplified advanced media adoption, Serbia demonstrated emerging technological initiatives, while Greece represented a resource-constrained educational context. Through classroom observations and detailed teacher journals, the researchers illuminated critical disparities in technological accessibility and pedagogical creativity. Semi-structured interviews with twenty-five educators and policymakers across Europe revealed complex implementation challenges. Two primary barriers emerged: technical limitations, such as limited high-speed internet in rural Serbian regions, and ideological resistance, particularly among Greek teachers skeptical of technology potentially replacing human-centric pedagogical approaches. Participatory design workshops became a cornerstone of the research methodology. Co-creation sessions involving teachers and learners with disabilities generated an innovative gamified Augmented Reality (AR) toolkit for Activities of Daily Living (ADLs). Inspired by the "Waking Up In the Morning" (WUIM) model, this toolkit prioritized user agency, enabling learners to customize avatars and adjust difficulty levels. Complementing empirical research, the study conducted a comprehensive policy analysis. EU and national documents were systematically mapped against SDG 4 indicators, revealing significant implementation gaps. While the EU's Digital Education Action Plan emphasized infrastructure development, Serbia's national curriculum notably lacked enforceable mandates for media technology integration.

Recommendation The research uncovered transformative potential and significant barriers in media technology adoption. In Germany, AR simulations demonstrated improved spatial reasoning for learners with dyslexia, while Serbian students using the WUIM toolkit exhibited increased motivation and self-reliance. Conversely, Greek educators reported substantial technological discomfort, with 68% expressing unease with AR tools. A critical finding was the persistent policy-practice misalignment. Despite EU advocacy for digital equity, countries like Serbia experienced an unsustainable "pilot syndrome," where donor-funded projects were frequently abandoned post-funding. This highlighted the urgent need for robust policy mechanisms ensuring long-term technological resource allocation. The study proposed a comprehensive, tiered model for media technology integration: Foundation stage: Infrastructure and device provision Capacity building: Specialized teacher training in Universal Design for Learning (UDL) and Differentiated Instruction (DI) Sustainability: Policy reforms to institutionalize funding A key deliverable is the open-access WUIM toolkit, designed specifically for low-resource settings and planned for dissemination through UNESCO's global networks to promote scalability. Policy Recommendations The EU is urged to establish an Inclusive Media Innovation Fund, prioritizing marginalized regions like the Balkans. National governments must adopt “bottom-up” policymaking, integrating teacher feedback into legislative processes. Conclusion This study challenges the techno-optimist narrative that media alone can resolve educational inequities. Instead, it advocates for a symbiotic approach: pairing innovation with pedagogical rigor, policy coherence, and cross-border collaboration. As ECER 2025 convenes in Belgrade, a city straddling Europe’s socio-economic divides, the research underscores the urgency of centering inclusivity in the digital age. Media technologies are not mere tools but catalysts for reimagining equitable futures if anchored in empathy, equity, and global solidarity.

European Commission. (2020). Digital Education Action Plan 2021–2027. https://education.ec.europa.eu Halder, S., & Argyropoulos, V. (2019). Inclusion, Equity and Access for Individuals with Disabilities. Palgrave Macmillan. https://doi.org/10.1007/978-981-13-5962-0 Jenkins, H. (2009). Confronting the Challenges of Participatory Culture. MIT Press. Kaimara, P., et al. (2023). Digital Transformation in Inclusive Education. Tech, Knowledge, and Learning. https://doi.org/10.1007/s10758-023-09667-5 Rose, D. H., et al. (2006). Universal Design for Learning. Journal of Special Education Technology.