Inclusive Education through Digital Comic Creation in Higher Learning Environments

Bibliographic Data

ID13025870
AuthorsJose Belda-Medina (0000-0003-0115-0417, University of Alicante, corresponding author)
Year2024
Volume13
Issue5
Pages272-272
Publication date2024-05-19
Open AccessYes
TypeARTICLE
VenueSocial Sciences (JOURNAL)
Journal identifiersISSN: 2076-0760 • E-ISSN: 2076-0760
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci13050272
OpenAlexW4398141341
LanguageEN
Citations received4
References cited22

This research aims to promote diversity and inclusion among higher education students by examining the integration of technology into project-based learning (PBL) for English as a foreign language (EFL) teacher candidates. Based on a mixed-methods approach and convenience sampling (n = 84 participants), this study involved pre-service teachers who collaboratively employed several authoring tools to create 16 digital comic strips for teaching English. The focus of the project was on inclusivity, cultural diversity, and affective education. This study consisted of five stages corresponding to different critical thinking skills: comprehension, negotiation, creation, presentation, and evaluation. The instruments used for quantitative data included a pre/post-survey based on two validated scales. Qualitative data were gathered through class discussions and semi-structured interviews. The results, analyzed through SPSS and QDA Miner Lite, revealed that teacher candidates lacked prior experience using digital tools to create EFL-inclusive materials. However, the study also highlighted increased awareness of inclusive education and strong advocacy for the integration of transformative technology in teacher training programs

Cognitive psychology · Comics · Human–computer interaction · Multimedia · Computer Science · Digital Storytelling and Education · Educational Games and Gamification · Psychology · Technology-Enhanced Education Studies · Artificial Intelligence

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