Inclusive Education and Sustainable Development

Dorabawila, Samanmala; Yatigammana, Sakunthala; Abhayaratne, Anoma

doi:10.1002/9781119852858.ch19

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…From the perspective of SD, digital media technology was found to be fundamental in positively improving education quality, accessibility, inclusion, and equality in South Korea (Kwok & Treiblmaier, 2022). In addition, in Sri Lanka, Dorabawila et al (2022) have examined the status of inclusive education, reporting that the number of students with disabilities in HEIs is low, owing to a poor policy framework. In the process of making inclusive education successful and impacting the industry experiencing an ongoing digital transformation, significant challenges are anticipated, including the education and training of HEI staff at the technological level (Guşe & Mangiuc, 2022).…”

Section: Resultsmentioning

confidence: 99%

Using data science for sustainable development in higher education

Filho

Eustachio

Danila

et al. 2023

Sustainable Development

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Despite the abundance of studies focused on how higher education institutions (HEIs) are implementing sustainable development (SD) in their educational programmes, there is a paucity of interdisciplinary studies exploring the role of technology, such as data science, in an SD context. Further research is thus needed to identify how SD is being deployed in higher education (HE), generating positive externalities for society and the environment. This study aims to address this research gap by exploring various ways in which data science may support university efforts towards SD. The methodology relied on a bibliometric analysis to understand and visualise the connections between data science and SD in HE, as well as reporting on selected case studies showing how data science may be deployed for creating SD impact in HE and in the community. The results from the bibliometric analysis unveil five research strands driving this field, and the case studies exemplify them. This study can be considered innovative since it follows previous research on artificial intelligence and SD. Moreover, the combination of bibliometric analysis and case studies provides an overview of trends, which may be useful to researchers and decision‐makers who wish to explore the use of data science for SD in HEIs. Finally, the findings highlight how data science can be used in HEIs, combined with a framework developed to support further research into SD in HE.

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Section: Resultsmentioning

confidence: 99%

Using data science for sustainable development in higher education

Filho

Eustachio

Danila

et al. 2023

Sustainable Development

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“…Therefore, the study recommended that school systems and decision-makers continuously enhance the abilities of teachers so that they can effectively use assistive technology with students with special educational needs. Dorabawila et al sought to investigate the use of assistive technology in the inclusive classroom to support learning for all students rather than special classes for people with disabilities [47]. The study found the effectiveness of materials, aids, and supportive services in the learning of students with disabilities are similar to that of their non-disabled peers in shared classrooms.…”

Section: 2mentioning

confidence: 99%

Impediments of Using E-Learning Platforms for Teaching English: A Case Study in Jordan

Rababah¹,

Dalaeen²,

Ta'amneh³

et al. 2023

Int. J. Emerg. Technol. Learn.

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E-learning platforms are essential tools used widely for teaching and learning English, especially since the COVID-19 pandemic. They are also used to communicate and interact with students, assess progress, evaluate assignments, and provide feedback. However, teachers of English face potential barriers when they use such platforms. This study examines the use of e-learning platforms in teaching English as a foreign language in Jordan. The study employed a quantitative research method. The findings revealed that using e-learning platforms for educational purposes is beneficial regarding accessibility when attending courses. E-learning enabled the students to practise more and to be more engaged in the learning process, which improved their language skills. Effective e-learning platform strategies significantly broaden students' perceptions and increase the opportunity to exchange information with their classmates. Nonetheless, several impediments may hinder the application of e-learning platforms, including teacher-related, technical, and technological factors. The study recommends that teachers use interactive methods, including images, sounds, videos, and multimedia, to engage learners with various needs and abilities. The study also suggests building codified standards when designing e-learning to develop students' skills at all levels and training teachers on using modern technological strategies in e-learning.

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“…People with disabilities face inequitable conditions such as stigma, discrimination, poverty, and exclusion from school (WHO, 2023). These children continue to experience isolation and neglect due to multiple challenges (UNESCO, 2021;Dorabawila et al, 2022). To address these problems, inclusive education has been widely implemented and practiced in many countries.…”

Section: Introduction *mentioning

confidence: 99%

Establishing Inclusion for SEN in Faith-based Schools in Thailand: A Case Study

Japon,

Abordo

2024

eduline j. educ. learn. innov.

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In Thailand, research on inclusion program predominantly focused on inclusion programs in government-run schools. The need to understand specific inclusion of students with special needs (SEN) within faith-based settings cannot be neglected. This study addresses this gap by investigating the processes by which diverse faith-based schools in Thailand foster the inclusion of students with special needs. Through in-depth interviews with nine participants and observations from two faith-based schools, a case study was employed, incorporating within-case and cross-case analysis. Findings reveal that faith-based schools established inclusion models aligned to the schools’ mission statements and values. Inclusive practices were open communication, parental involvement, teachers’ collaboration, and specific inclusion strategies such as accommodation and modification, as well as celebrating diversity and inclusion. Barriers to inclusion include lack of knowledge, skills, and training in inclusion. Further research on the long-term influence of faith-based schools’ values on inclusion practices and the quality of life of SEN can enhance global understanding of faith-based approaches to inclusivity.

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Inclusive Education and Sustainable Development

Cited by 3 publications

References 21 publications

Using data science for sustainable development in higher education

Using data science for sustainable development in higher education

Impediments of Using E-Learning Platforms for Teaching English: A Case Study in Jordan

Establishing Inclusion for SEN in Faith-based Schools in Thailand: A Case Study

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