Inclusive Digital Education in Practice: Barriers, Training Needs and Adaptive Technologies for Supporting Students with Disabilities

Abstract

The article examines inclusive digital education in Italian schools through a mixed-methods study involving 1,562 teachers, highlighting the widespread use of basic technologies alongside the limited adoption of tools with high adaptive and assistive potential. The findings conceptualize digital inclusion as the outcome of the interaction between technological infrastructures, professional practices, and institutional cultures, while also revealing critical training-related and ethical challenges.