Digital technology use in inclusive schools in four European countries: Within- and between-school differences

Abstract

To fully exploit the potential of digital technologies for preventing exclusion in education and fostering accessible and inclusive learning environments, particularly for vulnerable students, schools need to identify context-specific needs for the systematic integration of digital technologies into daily teaching and learning practices. Therefore, this article presents comparative findings from an online survey conducted in 21 inclusive schools (primary and lower secondary level) in four European countries (Austria, Bosnia and Herzegovina, Italy, North Macedonia). Using the SELFIE tool developed by the EU Commission, school leaders and teachers self-evaluated their school’s digital capacity in different areas. The results, encompassing both inter- and intraschool analyses, revealed several areas requiring attention within the participating countries to align with the global push for inclusive digital education reforms.