Teachers' Digital Competence in Using Information and Communication Technology for Inclusive Education

Abstract

Information and Communication Technology (ICT) possesses the potential to transform education by enhancing engagement, promoting personalized learning, and supporting inclusive classrooms. However, teachers' ability to effectively integrate these tools is critical, particularly for students with diverse learning needs, including those with disabilities and learning difficulties. Despite policy efforts in Nepal, there remains a limited understanding of how teachers' digital competence affects inclusive education in practice. This study aims to explore teachers' digital competence in using ICT tools to support inclusive education by examining their skills, perceptions, and challenges in meeting the needs of all learners. Employing a qualitative phenomenological design, the research focused on Bhaktapur district of Nepal and involved six teachers by using a purposive sampling method based on their respective subject areas to allow for a nuanced, discipline-specific analysis. Data were collected through semi-structured interviews and a comprehensive review of key documents. The information was analyzed thematically, utilizing the P1-P6 coding system to identify patterns regarding ICT usage, barriers, and professional development needs across different subject categories. Findings reveal that while teachers maintain positive attitudes toward ICT and recognize its potential for differentiated instruction, practical competence varies significantly. Major barriers identified include a lack of specialized training, limited access to ICT resources, technical issues, and insufficient institutional support. Ultimately, the study highlights a significant gap between policy expectations and classroom realities, concluding that strengthening contextspecific teacher training, improving infrastructure, and ensuring effective policy implementation are essential for advancing inclusive education through ICT in Nepal.