Digital Divides and Educational Inclusion

Perceptions from the Educational Community in Spain

Bibliographic Data

ID22044576
AuthorsRomy Ure-de-Oliveira (0009-0005-9915-3895, Universidad a Distancia de Madrid, corresponding author), Enrique Bonilla-Algovia (0000-0003-1667-1880, Universidad a Distancia de Madrid, corresponding author)
Year2025
Volume15
Issue8
Pages939
Publication date2025-07-22
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15080939
OpenAlexW4412569989
LanguageEN
Citations received1
References cited22

ICT tools are fundamental for promoting educational inclusion, as they allow for flexible teaching practices adapted to the diversity of students. Their appropriate integration into teaching makes it easier to respond to different paces, styles, and needs, promoting the active and meaningful participation of all learners. However, this inclusive potential is only fulfilled if equitable access to and use of ICT is guaranteed, both at school and at home. This qualitative study explores the digital divide in its three main dimensions: access to technology, digital skills, and the meaningful use of ICT in educational settings. Through focus groups and semi-structured interviews, the study gathers the perceptions of different members of the educational community. The sample consists of 89 participants, including teachers, students, families, and school administrators from the Communities of Madrid and Castilla-La Mancha. The results reveal a common concern about inequalities in ICT access and use, related to economic, geographical, and educational factors. These findings emphasise the need for targeted public policies to bridge digital gaps and highlight the importance of promoting digital competence across the entire educational community to achieve true educational inclusion

Educational technology · Mathematics education · Multimedia · Pedagogy · Perception · Social science · Sociology · Computer Science · Digital literacy in education · E-Learning and Knowledge Management · Educational Innovations and Technology · Psychology

Tools

Open DOIOpen Access