Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic
David Pérez‐Jorge, Ana Isabel González-Herrera, Isabel Alonso-Rodríguez, María del Carmen Rodríguez-Jiménez
Abstract
This study intends to explore the challenges and opportunities in inclusive education using Information and Technologies (ICTs) during the COVID-19 pandemic from the perspective of teachers based in the Canary Islands. It focuses on the digital division and the implications involved while examining the impact of health on students with special needs (SEN) and Specific Educational Support Needs (SENS). For this research, a validated questionnaire was used to assess educators’ perceptions and attitudes toward the use of ICT in inclusive education practices. It reveals insights into the need for enhanced ICT training, age and gender disparities perceived in ICT proficiency, and the essential role of continuous professional development for teachers. The study highlights the importance of developing inclusive and comprehensive training strategies, as well as the need for educational institutions to provide effective digital resources and platforms. The findings show that students perceive both their ICT skills and the effectiveness of remote teaching methods as moderate, thus emphasizing the necessity for strategic interventions and collaborative efforts to enhance digital competencies in this educational sector.