Digital Divide, Digital Inclusion and Inclusive Education

Hamburg, Ileana; Lütgen, Gabriela

doi:10.14738/assrj.64.6457

Cited by 22 publications

(20 citation statements)

References 3 publications

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“…Researchers have suggested that combining technology tools with teachers' capabilities will solve the problem of inequality in the education system especially in the emerging context (Srivastava & Shree, 2019). It has been shown that to manage this digital transformation needed in schools, there is also need for the adoption of a new strategy of education (Hamburg, 2019). Researchers have shown that inclusive development is often guided by fighting against poverty and the promotion of inclusive education .…”

Section: Literature Review 21 Inclusive Education As a Sustainable Dmentioning

confidence: 99%

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

Asongu

Amari

Jarboui

et al. 2021

Telecommunications Policy

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This study examines linkages between information and communication technology (ICT) dynamics, inequality and poverty in order to establish critical masses of poverty and inequality that should not be exceeded in order for ICT dynamics to promote gender inclusive education in 57 developing countries for the period 2012-2016. Poverty is measured with the poverty headcount ratio at national poverty lines (% of the population) while inequality is proxied by the Gini coefficient, the Atkinson index and the Palma ratio. The ICT dynamics are measured with 'internet access in school', 'virtual social network', 'personal computers' 'mobile phone penetration', 'internet penetration' and 'fixed broadband subscriptions'. The empirical evidence is based on interactive Generalized Method of Moments estimators from which thresholds are computed contingent on the validity of tested hypotheses. First, the Gini coefficient should not exceed 0.5618 in order for 'internet access in school' to positively affect inclusive education. Second, the poverty headcount ratio at national poverty lines (% of the population) should remain below 33.6842% in order for 'internet access in school' to favorably influence inclusive education. Third, the Palma ratio should not exceed 3.3766 in order for internet penetration to favorably affect inclusive education. Fourth, for personal computers to increase inclusive education, the Gini coefficient, Palma ratio and poverty headcount (% of the population) should not exceed 0.4781, 3.5294 and 17.7272, respectively. The study confirms the significant role technological deepening plays in advancing inclusive education by means of policies that reduce poverty and income inequality, with potentially wider applicability to other developing economies. The study has provided poverty and inequality levels that should not be exceeded in order for personal computers, internet penetration and 'internet access in school' to promote gender inclusive education.

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Section: Literature Review 21 Inclusive Education As a Sustainable Dmentioning

confidence: 99%

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

Asongu

Amari

Jarboui

et al. 2021

Telecommunications Policy

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“…It is necessary to abandon this concept and expand the view in order to model a holistic picture of the audience of distance education [21]. Therefore, the development of inclusive education is a step towards the future where everyone will have equal opportunities for self-realization [22].…”

Section: Discussionmentioning

confidence: 99%

Virtual Lab Model for Making Online Courses More Inclusive for Students with Special Educational Needs

Gavronskaya

Larchenkova

Kurilova

et al. 2021

Int. J. Emerg. Technol. Learn.

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This study is devoted to the peculiarities of online education, namely, the use of virtual laboratories. The emphasis is being placed on the development of a laboratory model that can take advantage of the available online courses and adapt them for students with special educational needs. The research describes the learning process in a virtual laboratory, options for integrating online courses, and the ways of presenting them to students with certain educational needs. As a result, a virtual laboratory model was developed; it has been primarily designed for people with hearing and vision impairment, and musculoskeletal disorders. Thus, each user category was submitted several options for the educational process implementation within the virtual laboratory. The theoretical model allows creating a virtual laboratory to teach students with special educational needs. Based on the student experience of using the laboratory, research aimed at searching for new ways of presenting information and improving existing ones could be conducted.

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“…This shows the fact in the study that AA's agency in learning is attained and well-performed. Previous studies negatively undermined gifted student' learning performance [7], [19], [50], and this might contribute to students' underachievement [42].…”

Section: Student's Sustained Participation In the Inclusive Educationmentioning

confidence: 96%

Investigating the Enactment of Inclusive Education at a University Level: A Call for Literacy Practices in Inclusive Learning

Prasetyoningsih¹,

Widowati²,

Ubaidillah³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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Empirical evidence on practices of inclusive education has long saturated the literature to date. However, little attention is directed at portraying the enactment of inclusive education from policy-making perspectives during the COVID-19 pandemic. To fill such a void, this paper, situated within an Indonesian higher education context, reports on a case study that attempts to explore (1) gifted student's characteristics in the inclusive education, (2) the student's sustained participation in the program, and (3) the barriers encountered during the inclusive education implementation. Data in this study were generated through in-depth interviews with a single gifted student. The study's findings suggest that the participant experienced well-attained prior learning in the schooling sector in his senior high school and enacted agency in the university's learning through active participation in the teaching assistantship and internship programs for Merdeka Belajar Kampus Merdeka (MBKM) policy implementation. Despite these, undervaluing views from society is also seen in the interview. The study calls for stakeholders to construe gifted students' learning characteristics, accommodate the students' participation, and provide treatment on how society could appreciate such students' academic excellence regardless of their special needs. Future research should also continue this scholarship using ethnography design in different educational settings.

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Digital Divide, Digital Inclusion and Inclusive Education

Cited by 22 publications

References 3 publications

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

Virtual Lab Model for Making Online Courses More Inclusive for Students with Special Educational Needs

Investigating the Enactment of Inclusive Education at a University Level: A Call for Literacy Practices in Inclusive Learning

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