The role of digital technologies in ensuring the inclusivity of distance education

- Prokopenko, O. (orcid.org/0000-0003-1362-478X), Ivliіeva, O. (orcid.org/0000-0003-3525-322X), Korshevniuk, T. (orcid.org/0000-0003-0430-5808), Koldovskiy, A. (orcid.org/0009-0009-5827-4649) and Shostak, I. (orcid.org/0000-0002-0857-7854) (2025) The role of digital technologies in ensuring the inclusivity of distance education Revista Conrado, 21 (103). ISSN 1990-8644

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Abstract

The main purpose of this research is an examination of the ways in which digital technologies are enabling inclusivity in distance education, and, more specifically, how assistive technology can help bridge accessibility gaps for students with diverse learning needs. The research demonstrates the increasing relevance of distance education, and specifically comments on the situation caused by global phenomena, such as the COVID-19 pandemic that drove the transition to online learning. There are, however, real challenges in ensuring that students with disabilities and other learning barriers are appropriately supported in the sudden shift to digital education. This research assesses the barriers to adoption of inclusive digital education by analyzing secondary data from case studies, government reports and academic literature that identify financial, technological, and policy-related bottlenecks.In addition, it examines current initiatives and practices from Ukraine, the USA, the UK, Kenya, German,India, Canada, Australia, Brazil and Japan for integrating assistive technologies in online learning environments. The study closes with recommendations for policymakers, educators, and technologists to increase accessibility via investments in assistive tools, professional development, and new policy. The goal is for the findings to inform future efforts to build a more equitable and inclusive digital education landscape.

Item Type:	Article
Keywords:	Inclusive education, distance education, assistive technologies, digital accessibility, educational technology, online learning, policy recommendations.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями.
Divisions:	Institute of Pedagogics > Department of Biological, Chemical and Physical Education
Depositing User:	лаборант Аліна Хилько
Date Deposited:	05 May 2025 07:51
Last Modified:	05 May 2025 07:51
URI:	https://lib.iitta.gov.ua/id/eprint/745198

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