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Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education

Author

Listed:
  • Mutlu Uygur

    (Faculty of Education, Mersin University, Mersin 33110, Turkey)

  • Burak Ayçiçek

    (Department of Child Care and Youth Services, Tokat Gaziosmanpaşa University, Tokat 60250, Turkey)

  • Hikmet Doğrul

    (Faculty of Education, Mersin University, Mersin 33110, Turkey)

  • Tuğba Yanpar Yelken

    (Faculty of Education, Mersin University, Mersin 33110, Turkey)

Abstract

This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.

Suggested Citation

  • Mutlu Uygur & Burak Ayçiçek & Hikmet Doğrul & Tuğba Yanpar Yelken, 2020. "Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education," Sustainability, MDPI, vol. 12(24), pages 1-24, December.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:24:p:10354-:d:460353
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    References listed on IDEAS

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    1. Sunha Kim & Suzanne Rosenblith & Yunjeong Chang & Shira Pollack, 2020. "Will ICMT Access and Use Support URM Students’ Online Learning in the (Post) COVID-19 Era?," Sustainability, MDPI, vol. 12(20), pages 1-14, October.
    2. Isabel NOVO-CORTI & Diana-Mihaela POCIOVALISTEANU & Raluca-Ioana IORGULESCU, 2015. "Social Sustainability In Higher Education. The Role Of Institutions From Students’ Point Of View," Journal for Economic Forecasting, Institute for Economic Forecasting, vol. 0(3), pages 166-180, September.
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    Cited by:

    1. Yazdani, Morteza & Pamucar, Dragan & Erdmann, Anett & Toro-Dupouy, Luis, 2023. "Resilient sustainable investment in digital education technology: A stakeholder-centric decision support model under uncertainty," Technological Forecasting and Social Change, Elsevier, vol. 188(C).

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