Emerging Technologies as Resources for Educational Inclusion: An Exploratory Review
Supporting Agencies
- ministerio de ciencia e innovación de españa [PID2020-114712rb-i00]
- agencia española de investigación nacional (mcin/aei/10.13039/501100011033)
- fondo social europeo plus (ESF+) (PRE2021-097050).
Abstract
The study addresses the role of emerging technologies, such as metaverses (MV) and socio-digital networks (RSD), in educational inclusion. The problem lies in how these technologies can transform the educational environment to make it more inclusive and accessible. The study aims to analyze the potential of these technologies to create quality and equitable educational environments. The methodology used is an exploratory review based on a thorough literature review in databases like Web of Science, ScienceDirect, and Dialnet, selecting 31 documents for the final analysis. The main findings show that MV and RSD improve student interaction, personalize learning, and foster critical thinking and creativity. Additionally, they face challenges such as managing digital information and the need for media literacy. The conclusions highlight the urgent need to adapt teaching strategies and curricula to effectively integrate these technologies, ensuring all students have access to enriching learning opportunities. This comprehensive approach prepares students for the digital future and promotes a dynamic, interactive, and accessible learning environment for everyone. Emerging technologies, inclusive education, metaverses, media literacy, personalisation of learning
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