In a global context where a neoliberal economic structure and individual responsibility prevail, achieving quality Inclusive Education is the goal that should guide school practice (UNESCO, 2020). In this framework, the development of an inclusive school that promotes equity and social justice (Cortés et al., 2018; Vigo et al., 2022) seems to be an elusive goal in the short term (Torres Santomé, 2009). Beach (2017) explains that these conditions of exclusion are a problem linked to educational policy, as well as to the representation of interests, practices and leadership in educational organisations. 

From this perspective, the concept of inclusive school is installed from the logic of transformation, which entails a deconstruction of the traditional forms of knowledge that are hidden behind educational practices and programmes (Ballard, 2013). It would be a re-construction based on analysis, reflection and questioning of more structural aspects such as educational policy. For this reason, it is necessary to analyse educational regulations, given these conditions and determine teaching practice in the classroom. 

Focusing the study on the Spanish Education System, educational policies establish in their plans and regulations the main objective of guaranteeing the full inclusion of students in a digital society.  Based on international recommendations on digitalisation in education (UNESCO, 2023), digital media should be considered, in educational centres, as technological tools that facilitate the creation of collaborative networks and promote interaction and learning among peers. In this sense, digitised educational spaces should encourage students to develop individual and collective projects that require their own initiative, using digital technologies creatively and critically (LOMLOE, 2020). However, several studies point out that the introduction of these technologies in the classroom is not giving the expected pedagogical boost (Sixto-García and Duarte-Melo, 2020; Sancho-Gil et al., 2020). This is the reason why, from a pedagogical perspective and taking Jeffrey's (2006) concept of creative practices as a reference, it is necessary to investigate whether the use of these technological tools in the classroom is promoting inclusion, considering the interests and lives of students and the educational community (Vigo-Arrazola, 2024; Selwyn et al., 2017). In this sense, digital media should support and enrich educational processes based on the voices of students, their families and their environment (Boulahrouz, 2021). For this reason, from this pedagogical stance, it is crucial to analyse how educational policies encourage the introduction and use of digital media in educational contexts.

Within this framework, the aim of this paper is to identify how the voices of students and the community are present in the regulations on digitisation and the compulsory education curriculum in different Spanish Autonomous Communities. 

The work presented is part of the R&D&I Project PID2023-148480OB-I00. ALCOM. Inclusion of student and community voices for a creative and sustainable education in a digital context. Policies and practices in compulsory education.

From a qualitative approach (Denzin, 2018), a documentary analysis (Bowen, 2009) of the educational regulations and legislation of the Autonomous Communities of Extremadura and Castilla y León is carried out. The selected documents are related to inclusive education policies, as well as to educational digitisation policies. Thus, in both regions, the legislation that establishes and organises the Primary and Secondary Education curriculum and the Digitisation Plans has been reviewed: Decree 107/2022, establishing the organisation and curriculum of Primary Education for the Autonomous Community of Extremadura. Decree 110/2022, establishing the organisation and curriculum of Compulsory Secondary Education for the Autonomous Community of Extremadura. Decree 38/2022, of 29 September, establishing the organisation and curriculum of Primary Education in the Autonomous Community of Castile and Leon. Decree 39/2022, of 29 September, establishing the organisation and curriculum of Compulsory Secondary Education in the Community of Castile and Leon. Instruction 17/2024, of the Directorate General for Vocational Training, Innovation and Educational Inclusion, regarding the Plan for Education and Digital Competence of Extremadura_INNOVATED. Junta de Castilla y León (2021). Plan for Digital Competence in Education #CompDigEdu_CyL. The document analysis carried out combined content analysis with a first-pass document review to identify significant and relevant passages, to identify patterns, to organise this information, to create categories and to discover theoretical properties in the data. Having identified the official documents published by the different Ministries of Education of each Autonomous Community, through the analytical procedure, the information was found, selected, made sense of and synthesised to find out how these regulations make visible and enable the inclusion of the voices of pupils and the community through digital media. In all these documents, information was sought around inclusion, participation, voices, creative practices, digitisation and digital media. The different categories extracted, related to the presence of learner voices through digital media, have been reviewed and contrasted among the different members of the research team and external experts (Charmaz, 2006).

The analysis allows us to identify different approaches and perspectives on the incorporation of digital media in teaching and learning processes. The first results show how digitalisation in the classroom is mainly addressed with the aim of promoting digital competence in pupils, considered one of the key competences to be developed throughout compulsory education, in a cross-cutting manner in the different subject areas. The curricular regulations present a declaration of intentions linked to the potential of digital media to facilitate student development and learning, with orientations directed towards technical teaching. However, in the digitisation plans, the importance of the inclusion of digital technology through a methodological change appears to a greater extent, in which learning based on interaction and collaboration acquires special relevance (UNESCO, 2023). References are also found that underline the importance of promoting relevance-centred teaching (Jeffrey, 2006). These references not only emphasise the need to connect learning with the real context and experiences of students, but also highlight the need to offer experiences that allow students to interact with their own life experiences, favouring a more personalised teaching-learning process (Vigo-Arrazola, 2024). This first documentary analysis of educational regulations reveals, on the one hand, the opportunities that digitalisation provides to enrich educational practices, promoting the use of digital media for the development of collaborative creative practices through a dynamic and participatory approach. However, important limitations are also identified, mainly linked to the predominant approach to the use of digital media in schools. This change could allow for a better connection with the needs and interests of students. In this context, questions arise that encourage further study of the use of digital media in the classroom to analyse whether inclusive and creative education for all is being developed.

Ballard, K. (2013). Thinking in another way: Ideas for sustainable inclusion. International Journal of Inclusive Education, 17(8), 762-775.https://doi.org/10.1080/13603116.2011.602527 Beach, D. (2017). Whose justice is this! Capitalism, class and education, justice and inclusion in the Nordic countries: race, space and class history. Educational Review, 69 (5), 620-637. https://doi.org/10.21071/edmetic.v10i2.13031 Boulahrouz, M. (2021). Salidas de campo y educación para el desarrollo sostenible. Una propuesta para la participación juvenil usando el storytelling digital. EDMETIC, 10(2), 184-201. https://doi.org/10.21071/edmetic.v10i2.13031 Bowen, G.A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027 Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage Publications. Cortés, P., González, B., & Sánchez, M.F. (2018). Agrupamientos escolares y retos para la educación inclusiva en infantil y primaria. Tendencias Pedagógicas, 32, 75-90. https://doi.org/10.54676/PCKP4769 Denzin, N. K. (2008). Strategies of qualitative inquiry. Sage. Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399-414. LOMLOE. Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 340, de 30 de diciembre de 2020, 122868-122953. https://www.boe.es/eli/es/lo/2020/12/29/3 Sancho-Gil, J. M., Rivera-Vargas, P., & Miño-Puigcercós, R. (2020). Moving beyond the predictable failure of Ed-Tech initiatives. Learning, Media and Technology, 45(1), 61-75. https://doi.org/10.1080/17439884.2019.1666873 Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Left to their own devices: the everyday realities of one-to-one classrooms. Oxford Review of Education, 43(3), 289-310. Sixto-García, J., y Duarte-Melo, A. (2020). Self-destructive content in university teaching: New challenge in the digital competence of educators. Communication & Society, 33(3), 187–199. https://doi.org/10.15581/003.33.3.187-199 Torres Santomé, J. (2009). Educación en tiempos de neoliberalismo. Morata. UNESCO (2020). Global Education Monitoring Report (GEM). Inclusion and education: all means all. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718.locale=es UNESCO (2023). GEM report: Technology in education: a tool on whose terms? https://doi.org/10.54676/PCKP4769 Vigo-Arrazola, B. (2024). Desafíos ante la estigmatización en educación: prácticas creativas e inclusivas con medios digitales. Síntesis. Vigo-Arrazola, B., Dieste, B., & Blasco-Serrano, A. C. (2022). Education recommendations for inclusive education from the national arena in Spain. Less poetry and more facts. Journal for Critical Education Policy Studies 20(2), 275-314. http://www.jceps.com/archives/1283