Teacher Training in Promoting Technological and Inclusive Teaching Practices: A Systematic Review

Abstract

Teachers are required to use technology and to use inclusive pedagogical methods to effectively teach the needs of the 21st century's learners However, limited research has examined how teacher training programs develop these competencies together. The objective of this systematic review is to draw together empirical evidence from 2015 to 2025 that examines how teacher training influences technology integration and inclusive pedagogy. A qualitative synthesis was conducted on 16 studies, following the PRISMA guidelines. Technological and inclusive teaching skills were shown to be closely related, and in the studies, digital technologies were often used to provide more inclusive and accessible learning spaces. Factors that hindered were resource constraints, lack of infrastructure and resistance to change. The findings highlight the need to include contextual and continuous professional development of teachers in the preparation process in order to develop effective pedagogical applications of technology in inclusive education. The findings indicate that the continuous and the context-specific should be integrated in teacher preparation in order to foster effective pedagogical use of technology in inclusive education. Future studies should delve into the long-term effects of this training on student outcomes and investigate how new technologies such as AI can aid inclusive education.