In accordance with the Convention on the Rights of Persons with Disabilities, inclusive education is a human right. The tenets of the Education for All movement have been implemented by several nations into their laws and policies (UNESCO, 2000). The rates of postsecondary education in many low- and middle-income nations are still low, despite improvements in access to universal primary education regardless of gender, race, socioeconomic background, or geography. Around the world, underprivileged groups typically have less right of entry to education than the mainstream population.
The fair treatment and equal chances for all students are guaranteed in an inclusive learning environment. In order for inclusive education to be successful, students’ differences and their cognitive, physical, intellectual, emotional and social diversity must first be accepted and understood.
The Need for Digitization in Education
The SDGs (Sustainable Development Goals) of the 2030 Agenda for Sustainable Development (Agenda) aim to provide inclusive and equitable education and promote opportunities for lifelong learning for everyone. The COVID-19 pandemic exposed significant flaws in the pedagogical integration of ICT (Information and Communication Technologies), making it clear that digital literacy is no longer a choice but a need. This led to a worldwide health disaster. Both informal and formal learning environments are changing due to new digital technologies, thus it’s important to support students’ academic success and become responsible citizens who can address issues related to any of the SDGs. In the knowledge society, where technology tools mediate various daily elements, such as health, education, and government management, ICTs are essential.
ICT supports inclusive learning
According to the United Nations Development Programme (UNDP), inclusive digital transformation can:
- Address the needs of the most underprivileged, marginalised, and at-risk populations, such as women and persons with disabilities.
- With a goal of leaving no one behind, make sure that the digital transition doesn’t make already-existing disparities worse.
- Encourage gender equality and provide underrepresented groups the tools they need to participate meaningfully.
- Guard against the negative impacts of digital technology on humans.
- Promote the use and advancement of open, accountable, and rights-based digital technologies.
ICT (Information and communication technology) has made it possible for kids with disabilities to be included since it has helped them get over some of the obstacles that kept them out of society. The shutdown of schools, which peaked in importance during the pandemic, prompted technical advancements in online learning, but only some students were able to benefit from them. To address disparities in access to connection and digital learning and close the digital divide, the education sector must adopt an inclusive of disabilities and gender approach to ICT development. Deliberate efforts must be taken to lead national digital transformation and technology growth in an inclusive and sustainable path to guarantee that no one is left behind.
Conclusion
The fusion of digital technology across diverse sectors, which transforms social and economic activity, is known as digital transformation. A greater need exists for digital education and inclusive technology that take into account the requirements of marginalised groups, such as low-income people, those living in rural areas, and people with disabilities, and make sure they have access to the resources and knowledge they need to succeed. People need the necessary knowledge and abilities to adapt to the changes brought about by evolving technology. As the globe quickly absorbs innovation and digitalization, the demand for inclusive, transformational technology and digital education is increasing.
