Perceptions of Basic Education Teachers on Inclusive Education in Digital Environments

Abstract

Justification: Inclusive education in digital environments is an essential component for ensuring equitable participation, accessibility, and learning for all students; however, its implementation continues to face limitations associated with technological accessibility, resource adaptation, and teacher preparation. Objective: To analyze Basic Education teachers’ perceptions of inclusive education in digital environments. Methodology: A quantitative study with a non-experimental, cross-sectional, descriptive design was conducted. The sample consisted of six Basic Education teachers selected through non-probability convenience sampling. Data were collected using a structured survey with a five-point Likert scale, and the results were analyzed using descriptive statistics. Results: The findings revealed predominantly favorable perceptions of the purposes of inclusive education, inclusive pedagogical practices, adaptation of teaching strategies, and use of digital tools. However, neutral and unfavorable responses were also identified regarding accessibility, technological resources, and teacher training. Conclusion: The findings indicate a positive disposition toward digital inclusion, although further improvements in teacher training and institutional conditions are needed to ensure genuinely accessible and inclusive digital environments.