Network
NW 04. Inclusive Education, NW 06. Open Learning: Media, Environments and Cultures and NW 16. ICT in Education and Training
Title
Inclusion, Digital Media, and Education: Challenges, Opportunities, and Ethical Considerations
Abstract
Technology is ubiquitous in education and its potential is rapidly evolving. The use of digital media can foster opportunities for ALL learners but can impact chances of exclusion. The purpose of this joint special call issued by networks 4, 6, and 16 is to explore opportunities as well as challenges of the application of digital media in education with respect to inclusion of various student groups.
This call invites contributions that explore the intersections between inclusion and digital media, addressing how technological advancements and their use both enable and challenge ways forward towards more equitable education.
The Call
In a rapidly digitizing world, educational inclusivity remains a critical and complex concern resulting in many forms of digital inequality, ‘thus giving rise to various typologies of digital adopters and non-adopters’ (Tsatsou, 2021). In a recent study from the European Agency for Special Needs and Inclusive Education (2022) it was pointed out that the increasing use of digital media and technologies for teaching and learning opens up new opportunities to overcome exclusion. But then it can also exacerbate the existing vulnerability of individuals or groups, and it can create new forms of vulnerability to social and educational exclusion. Furthermore, in light of the growing diversity of modern societies, it is imperative to recognize that the concept of inclusive education extends beyond the domain of students with special needs. Rather, it embraces a far broader spectrum, to encompass gender, ethnic, religious, and a multitude of other social groups (Cerna et al., 2021). One example is that K-12 students’ ICT literacy differs between socioeconomic status groups, which points to inequalities between groups with different social backgrounds (Scherer and Siddiq, 2019).
We seek critical reflections on the barriers, opportunities, and impact of digital tools, and media related to one or more of the sub themes listed below. Contributions will also explore issues such as the ethical, practical, pedagogical and professional implications relevant to a clearly defined educational context and setting, from Early Years to adult and lifelong learning.
Sub Themes
- Digital Inclusion & Inequality: Digital inclusion in education is shaped by complex interactions between technology, media, and educational practices, often entangled with ethical concerns about privacy, freedom, and digital access.The landscape is marked by significant digital inequalities which disproportionately affect vulnerable groups, including people with disabilities. The commercialisation of educational technology and biases in software design and in the data used for training algorithms further complicate the role of technology in education.
- Opportunities and challenges of assistive technologies: Key areas include the effectiveness of assistive technologies for learners with special (health) needs and beyond. In particular, the role of AI, and challenges which threaten trust and accessibility require critical examination. There is a need to focus on technologies that genuinely improve lives and address ALL learners.
- Ethical & Policy Considerations: Digital media in (inclusive) educational contexts raise critical ethical and policy challenges: Bias, privacy, data ownership, and data security must be carefully addressed.
- Pedagogical & Professional Development: Educators and their professional development are pivotal in successfully integrating technologies, including media, into educational practice, however, their role might also extend to the process of design and development.
- Transformative Processes: Digital media, alongside relevant teaching methods (for differentiation), may support inclusive and equitable education. Studies are invited which give consideration for accessibility, cultural and societal diversity, and involve the advancement of understanding in the use of digital media, and multimodalities.
Publication Strategy: Following #ECER2025, full papers may be submitted to a joint special issue in the journals European Journal of Inclusive Education (https://tidsskrift.dk/ejie) and MediaEducation (MedienPädagogikmedienpaed.com).
Contact Person(s)
- NW 4: Michelle Proyer, michelle.proyer(at)uni.lu
- NW 6: Klaus Rummler, klaus.rummler(at)phzh.ch
- NW 16: Cornelia Connolly, cornelia.connolly@universityofgalway.ie
References
Cerna, L., Mezzanotte, C., Rutigliano, A., Brussino, O., Santiago, P., Borgonovi, F., & Guthrie, C. (2021). Promoting inclusive education for diverse societies: A conceptual framework. OECD Working Papers. doi.org/10.1787/19939019
European Agency for Special Needs and Inclusive Education (2022). Inclusive Digital Education. European Agency for Special Needs and Inclusive Education. www.european-agency.org/sites/default/files/Inclusive_Digital_Education.pdf
Scherer, R., & Siddiq, F. (2019). The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education, 138, 13-32. doi.org/10.1016/j.compedu.2019.04.011
Tsatsou, P. (2022). Vulnerable people’s digital inclusion: intersectionality patterns and associated lessons. Information, Communication & Society, 25(10), 1475-1494. doi.org/10.1080/1369118X.2021.1873402