The accelerating digitalization of schooling has reframed what it means to teach learners with disabilities. Special education teachers are now expected to combine traditional pedagogical expertise with assistive technology fluency, data literacy, and the socio-emotional sensitivity demanded by inclusive classrooms. This article presents a systematic literature review (SLR) that maps the future-ready skills required by special education teachers in the digital era. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 protocol, the search was conducted across three databases, namely Scopus, ScienceDirect, and EBSCO, using a Boolean string built around the constructs of future skills, special education teachers, and the digital era. After identification (n = 563), screening, and eligibility assessment, sixteen empirical studies published between 2020 and 2025 in indexed journals were retained for thematic synthesis. The analysis surfaced five interrelated competency clusters: (1) digital and assistive technology skills, (2) inclusive pedagogical skills, (3) socio-emotional and behavioral skills, (4) lifelong learning and adaptability, and (5) collaboration and interdisciplinary skills. Bibliometric mapping revealed concentration in Spain, the United States, and Indonesia, with the DigCompEdu and Technological Pedagogical Content Knowledge (TPACK) frameworks dominating conceptualization. Persistent gaps include the under-representation of low-resource contexts, fragmented teacher-preparation pathways, and limited integration of artificial intelligence within special education programs. The review contributes a competency synthesis that can inform curricular reform, professional development design, and policy aimed at preparing teachers who can deliver equitable, technology-enhanced instruction to learners with diverse needs.
As undergraduate research increasingly relies on digital databases, analytical software, and artificial intelligence (AI)-enabled technologies, research learning is potentially mediated through digital infrastructures that enable students to engage in knowledge construction. However, disparities in technological access and institutional support may constrain these learning opportunities. Guided by van Dijk’s digital divide model and Ragnedda’s concept of digital capital, this study employed interpretative phenomenological analysis (IPA) to examine how undergraduate students experienced digital readiness during the research process. Data were generated through three rounds of in-depth interviews with each of the eight undergraduate researchers at a Vietnamese public university. Analysis revealed that limited access to scholarly databases and research software usually restricted students’ engagement with technology-enhanced research learning. In addition, the absence of clear institutional policies and guidance regarding AI technologies potentially generated uncertainty about acceptable AI practices and contributed to uneven development of students’ digital competencies. These technological constraints influenced many students’ academic self-efficacy and reduced their ability to transform digital resources into meaningful learning and research outcomes. The effectiveness of technology-supported undergraduate research might depend not only on the availability of digital tools but also on equitable access, AI literacy development, and institutional support structures. The study contributes to the field of technologies in learning by demonstrating how digital infrastructure and technology governance may shape students’ participation in research-based learning. Implications are offered for the design of inclusive technology-enabled learning environments that support equitable undergraduate research engagement.
In the age of technology, where the educational sphere and strategic advancements drive development, it is essential to understand the complex nature of gender and implement innovative tools to foster an inclusive learning environment and empower every learner. This study examines the moderating effect of gender on the relationships among Artificial Intelligence (AI) use, behavioral intentions, and academic engagement in mathematics education. Using a cross-sectional design, the study sampled 328 mathematics undergraduates from public universities in southwestern Nigeria. A structured online questionnaire hosted on Google Forms was used to collect data. The data collected were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicated that AI actual usage has a significant positive impact on behavioral academic engagement (BAE), and AI behavioral intention positively influences AI actual usage. Additionally, AI behavioral intention does not significantly influence BAE. Furthermore, AI social norms exerted large positive effects on actual AI use and behavioral intentions. In addition, gender moderates the relationship between AI behavioral intention and BAE, AI behavioral intention and AI actual usage, and AI actual usage and BAE. Therefore, educators should create specialized interventions that are responsive to the motivational and demotivational factors affecting both male and female students.
This study presents a conceptual and case-based exploration of virtual reality (VR) and augmented reality (AR) technologies in inclusive education. The article synthesizes evidence on functional, pedagogical, and accessibility aspects of immersive learning environments, drawing on peer-reviewed literature and illustrative case studies from Kazakhstan, Kyrgyzstan, and Moldova. Sources were selected based on thematic relevance, scientific validity, and inclusion of practical or theoretical applications of VR. Case studies were selected based on their representativeness of technical, secondary, and higher education contexts. It analyzes pedagogical affordances, engagement potential, and inclusive design features but also takes into account implementation barriers, infrastructural requirements, and professional development needs for educators. The study points to the potential of VR and AR to facilitate adaptive, interactive, and collaborative learning and offers insights into the conditions under which these technologies may improve accessibility and participation for diverse learners. The article combines regional case evidence and theoretical synthesis to contribute to the discussion of immersive educational technologies and to provide guidance for instructional design, institutional planning, and inclusion strategies. While outcomes are context-specific and based on secondary evidence, the study outlines considerations for feasible and sustainable implementation in varied educational settings.
This study aimed to develop and validate an interactive virtual laboratory (VL) incorporating differentiated instructional (DI) features to support the scientific literacy of Grade VIII students in Indonesia. The research employed the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) development model, consisting of analysis, design, development, implementation, and evaluation phases. Validation was conducted by three experts, yielding average scores between 84.8% and 87.0%, indicating a “very valid” category. Practicality testing was carried out in three junior high schools—SMPN 1 Wonosari, SMPN 4 Tilamuta, and SMPN 1 Tilango—showing high implementation levels (85%–88%) and positive student responses (78%–80%), categorized as “good.” The effectiveness evaluation focused on selected scientific-literacy indicators, namely explaining scientific phenomena, drawing evidence-based conclusions, and identifying scientific issues. The results showed positive learning gains, with N-Gain values ranging from 0.74 to 0.85 (high category), while student activity levels exceeded 77%. DI features were incorporated through flexible learning pathways, multiple representations, and scaffolding supports intended to accommodate diverse student needs, abilities, and learning preferences. Student-response and classroom-observation data indicated positive levels of participation and engagement during implementation. Because the study employed developmental field trials without comparison groups, the findings should be interpreted as evidence of product validity, practicality, and promising implementation outcomes rather than definitive evidence of causal effectiveness. Overall, the interactive VL demonstrated strong validity, high practicality, and encouraging potential for supporting scientific-literacy learning, particularly in educational settings with limited laboratory resources.
