The increasing digitalisation of the education system and the legal requirement for inclusive education place high demands on teachers. Studies such as that by Fichtner et al. (2023) show that digitalisation is one of the key challenges for the further development of schools and teaching. At the same time, the second state review of the UN Convention on the Rights of Persons with Disabilities (UN, CRPD, 2023) points to considerable deficits in the implementation of inclusive education.   
Digital media can help to visualise learning progress, provide individual support and enable differentiated learning steps (Fichtner, et al., 2023). At the same time, it is important to recognise and avoid potential new barriers.  
The successful implementation of digital and inclusive teaching depends to a large extent on the teachers. They are at the centre of efforts, as they are largely responsible for creating educational access that is both digital and inclusive. In order to successfully implement this digitally inclusive teaching, teachers must be comprehensively prepared (Böttinger & Schulz, 2023). While numerous studies consider either the digital transformation or inclusive education in isolation, there has so far been no systematic analysis of how these two requirements can be integrated into teacher training (e.g. Beier & Czaja, 2023). In addition, there is little research into how training programmes need to be designed in order to successfully address specific target groups of teachers - e.g. in heterogeneous school contexts. To close existing research gaps in inclusive digital teacher professionalisation, a systematic review will be conducted.
The aim of such a systematic review is to find out which approaches to inclusive digital teacher professional development already exist and how they are specifically designed. Both normative and empirical approaches are taken into account in order to gain a comprehensive understanding of the topic. Through the parallel consideration of normative principles and empirical evidence, both theoretical and practical insights into the design of training programmes are to be gained.
They provide practice-relevant findings on the effectiveness of the various interventions and enable a well-founded evaluation of existing training approaches. The systematic review aims to analyse various aspects of inclusive digital teacher professionalisation in detail. Firstly, it analyses which interventions exist in the field of digital and inclusive teacher professional development and how these are normatively and empirically founded. A further focus is on the form of implementation of the interventions: A distinction is made as to whether the in-service training measures are implemented in analogue, digital or hybrid form. In addition, the target group addressed in the analysed works is considered, for example student teachers, pre-service teachers or teachers already in service from different types of schools. In addition, the specific areas of competence addressed in the interventions are analysed. In the empirical work, the study design is also taken into account in order to obtain an overview of the methodological approaches and the research techniques used. Finally, it is analysed whether statements can be made about the effectiveness of the various interventions in order to evaluate the effectiveness of the different training approaches.
Overall, this review offers a comprehensive insight into the current state of research on inclusive digital teacher training and provides valuable insights for the further development of training courses in this area.

The systematic search is carried out using specific search terms in various EBSCOhost databases (e.g. ERIC, APA PsycInfo, APA PsycArticles, PSYNDEX) and other international databases. Inclusion and exclusion criteria are defined for the search. The Covidence programme is used for the joint work on the review, which structures the work according to the PRISMA guidelines (Page et al., 2021). The PRISMA guidelines ensure robust and reproducible results. At the same time, the use of Covidence increases the efficiency of the literature selection and increases the reproducibility of the results. Following title and abstract screening, the included studies are finally analysed and evaluated using predefined criteria such as study design, methodology and target groups.

Initial findings on the existing concepts of teacher professionalisation and their effectiveness will be presented. In addition, a discussion focussing on the European context and how teacher professionalisation is viewed and evaluated in different countries will be encouraged. This promotes a better understanding of international differences and similarities and opens up opportunities for cross-border co-operation. The poster is therefore not only an information medium, but also a platform for dialogue that contributes to the further development of concepts and approaches in teacher education by presenting research desiderata.

Beier, A., & Czaja, I. (2023). Digitalisierung, Inklusion und Gamification in der Lehrkräftebildung: Herausforderungen und Chancen. (Digitalisation, inclusion and gamification in teacher training: Challenges and opportunities.) QfI - Zeitschrift für Qualitative Forschung in der Inklusion, 2. Böttinger, T. & Schulz, L. (2023). Professionalisierung in der Lehrer:innenbildung für einen digital-inklusiven Unterricht. (Professionalisation in teacher training for digitally inclusive teaching.) In: Irion, T., Böttinger, T. & Kammerl, R. (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 digitalisation’ - Cornelsen School Performance Study 2023.) Gesamtstudie, FiBS-Forschungsinstitut für Bildungs- und Sozialökonomie. Berlin. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, LA, & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71. United Nations, Conventions of the Rights (2023). Concluding observations on the combined second and third periodic reports of Germany.