Project-based teaching of computer science in inclusive education using digital technologies

Abstract

Relevance. The relevance of the research is due to the rapid development of information technologies and the digital environment, which requires constant updating of educational methodologies and their adaptation for inclusive educational practices. Purpose. This article aims to research and develop a methodology that would contribute to the effective implementation of project-based learning using digital technologies in inclusive education in the field of computer science. Methodology. The leading method of researching this problem was system analysis. The following methods of scientific cognition were also applied: logical analysis, comparison, synthesis, deduction, and classification. Results. The study reveals the indicators of inclusive education, including student involvement, accessibility, indicators of student achievement, and professional competence of teachers. It also highlights barriers and discrimination, funding, and cooperation. The concept of project-based learning, its functions, and aspects are disclosed. The relationship between project-based learning and inclusive education and the prospects for its application in inclusive education are explored. Four types of approaches in project-based learning that can be applied in teaching computer science are presented. Additionally, a methodology to improve the teaching of computer science is developed. Conclusions. The study considered in detail the main principles, methodologies, and practices that affect the effectiveness and accessibility of inclusive education for diverse groups of students. It justified the prospects of project-based learning methodology as part of an effective strategy for inclusive education. The materials from the study can be used to improve curricula for inclusive classes, providing more effective teaching of computer science through the use of digital technologies. Keywords: educational methodology; personalization; special educational needs; active participation; educational plans; computer literacy