| dc.description.abstract | ICT tools are fundamental for promoting educational inclusion, as they allow for flexible
teaching practices adapted to the diversity of students. Their appropriate integration into
teaching makes it easier to respond to different paces, styles, and needs, promoting the
active and meaningful participation of all learners. However, this inclusive potential is only
fulfilled if equitable access to and use of ICT is guaranteed, both at school and at home.
This qualitative study explores the digital divide in its three main dimensions: access to
technology, digital skills, and the meaningful use of ICT in educational settings. Through
focus groups and semi-structured interviews, the study gathers the perceptions of different
members of the educational community. The sample consists of 89 participants, including
teachers, students, families, and school administrators from the Communities of Madrid
and Castilla-La Mancha. The results reveal a common concern about inequalities in ICT
access and use, related to economic, geographical, and educational factors. These findings
emphasise the need for targeted public policies to bridge digital gaps and highlight the
importance of promoting digital competence across the entire educational community to
achieve true educational inclusion. | es |
