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Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review

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  • José Fernández-Cerero

    (Department of Teaching and Educational Organization, University of Sevilla, 41004 Seville, Spain)

  • Marta Montenegro-Rueda

    (Department of Teaching and Educational Organization, University of Sevilla, 41004 Seville, Spain)

  • José María Fernández-Batanero

    (Department of Teaching and Educational Organization, University of Sevilla, 41004 Seville, Spain)

Abstract

Higher education institutions moving towards the inclusive education model have to offer quality education for all students. In this sense, the use of technologies favours not only the education of people with disabilities, but also their quality of life. However, these people may encounter real problems of access to technologies due, among other factors, to the lack of teacher training, causing a public health problem. In this line, our study includes a systematic review of the literature that aims to know the impact of the technological training of university teachers in relation to educational inclusion and the improvement of the quality of life of students with disabilities. To this end, a search of the literature published in the last decade was carried out in six databases (Dialnet, Google Scholar, Scopus, Web of Science, ERIC, and SciELO), selecting 14 articles out of 1204 initial ones. The studies were analysed following the PRISMA methodology. The main findings are the scarcity of research literature on the digital competence of university teachers and its impact on the educational inclusion and quality of life of students with disabilities. Likewise, there is a clear lack of knowledge about the use of digital tools and a lack of knowledge about the different disabilities that teachers may encounter in higher education classrooms.

Suggested Citation

  • José Fernández-Cerero & Marta Montenegro-Rueda & José María Fernández-Batanero, 2023. "Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review," IJERPH, MDPI, vol. 20(3), pages 1-15, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:3:p:2576-:d:1053085
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    1. Donthu, Naveen & Kumar, Satish & Mukherjee, Debmalya & Pandey, Nitesh & Lim, Weng Marc, 2021. "How to conduct a bibliometric analysis: An overview and guidelines," Journal of Business Research, Elsevier, vol. 133(C), pages 285-296.
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    Cited by:

    1. Maryam Al-Hail & Mariem Fekih Zguir & Muammer Koç, 2024. "Exploring Digital Learning Opportunities and Challenges in Higher Education Institutes: Stakeholder Analysis on the Use of Social Media for Effective Sustainability of Learning–Teaching–Assessment in ," Sustainability, MDPI, vol. 16(15), pages 1-30, July.
    2. Carlos Cacciuttolo & Yaneth Vásquez & Deyvis Cano & Fernando Valenzuela, 2023. "Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm," Sustainability, MDPI, vol. 15(14), pages 1-27, July.

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