DigCompEdu 4 Inclusion: A framework for promoting teachers’ digital competences for inclusion
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_13Keywords:
Digital skills, Special education, SEND students, UDL, Teacher trainingAbstract
This paper presents the development and validation of the DigCompEdu 4 Inclusion framework, an extension of the European DigCompEdu model, designed to promote a critical, pedagogically grounded use of digital technologies to support special education. Developed through a literature review and validated via an empirical process involving a panel of experts, the framework integrates the three dimensions of the Index for Inclusion and introduces four new key competences for inclusive teaching. This extension addresses the needs of post-Covid schooling and the profound transformations introduced by Artificial Intelligence, providing an instructional design model that promotes personalization, accessibility and student autonomy. The validation results confirm the clarity, internal coherence and relevance of the framework. DigCompEdu 4 Inclusion therefore stands as both a theoretical and operational tool that can support educators in teaching practices and self-assessment, fostering an inclusive use of digital technologies.
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