Teacher Training in Digital Competence for Inclusive Education: A Systematic Review
Abstract
The digital transformation of education has created new challenges for achieving inclusive and equitable learning environments, particularly in relation to students with disabilities. In this context, teachers’ inclusive digital competence has emerged as a key factor for removing learning barriers and ensuring effective participation.
This study presents a systematic review of the literature on teacher training in digital competence for inclusive education between 2015 and 2025. Following PRISMA guidelines, 112 records were initially identified, and 27 studies were selected after applying inclusion and exclusion criteria.
The analysis reveals a growing body of research, particularly since 2021, with a predominance of qualitative approaches and generalist frameworks. Key strategies include training in assistive technologies, curriculum redesign, and collaborative professional development.
Findings highlight the need for coherent, context-sensitive training policies that integrate digital competence and inclusion based on principles of equity and accessibility. The study contributes by identifying key approaches and gaps for advancing inclusive digital education.
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