Inclusive teaching and attention to diversity in digital settings.

Abstract

The issue of digital technologies has taken an unprecedented momentum since the beginning of the COVID-19 pandemic; the impact on education has created new forms of inequality in the classroom. The objective of this study is to analyze the main barriers that arise in inclusive teaching in the digital age, which is guided through a pragmatic paradigm and a mixed approach. The subjects are teachers of Basic and Higher Education of the State of Chihuahua. The results reveal that only 40% of the participants have a favorable perception of attention to diversity, and they state that there are exclusion and barriers to learning and participation in the digital age.