Challenges in achieving educational inclusion and development in the digital era: analysis of emotions, barriers and perceived needs

Abstract

Society is currently immersed in a highly digitalised panorama due to Information and Communication Technologies (ICT). The educational process is also in a period of constant technological change and renewal. The transformation of education and methodologies can bring positive benefits for students, but also inequalities. This study aims to analyse the perceptions of families of pupils aged 3–18 on how the use of technology influences their children’s education in terms of emotions, barriers and needs. It is also intended to study whether the perceived barriers are determined by the underlying needs of the households and/or the emotions they experience from the use of technological resources. Finally, the consequences of perceived barriers on needs are studied. For this purpose, 720 parents completed an online questionnaire. The application of the Structural Equation Model reveals that negative emotions have a positive and significant effect on perceived barriers. On the other hand, a positive and significant effect of perceived barriers on expressed needs is found. The results of the research show the inequalities that ICT generate in the school environment, which are determined by the characteristics of the pupils’ family context. Knowing about the situations and perceptions of families is a first step towards carrying out actions to break down barriers and meet needs, the ultimate goal of inclusive education.