EDUCATION, TECHNOLOGY, AND INCLUSION: CURRENT CHALLENGES IN PEDAGOGICAL PRACTICES

Abstract

This study focused on the integration of education, technology, and inclusion in pedagogical practices, considering their contribution to the development of more accessible and participatory learning environments. The research sought to answer how this integration strengthens teaching and promotes learning for all students. The objective was to analyze the scientific evidence regarding this relationship. The theoretical framework was based on studies addressing educational technologies, digital competencies, active learning methodologies, and inclusive education. An integrative literature review was conducted using national and international scientific databases, with studies selected and analyzed according to previously established criteria. The findings showed that the integration of technologies, teacher education, pedagogical planning, and accessibility expands opportunities for participation and learning. It is concluded that the purposeful use of technology, combined with inclusive practices, enhances the quality of education, contributes to teachers’ professional development, and provides support for improving educational policies.