Abstract:

Educational technology offers a powerful means for creating inclusive learning environments that cater to diverse learning styles and needs in Language Teaching and Learning. However, a study aimed at investigating pre-service teachers' awareness and understanding of digital learning environments for inclusion and personalized learning revealed a concerning gap in their preparedness for effectively integrating digital tools into their teaching practices. Participants expressed strong confidence in their ability to use digital tools for communication, content creation, and collaboration, however their self-assurance plummeted when asked questions about inclusion and special educational needs. In particular, they showed limited knowledge about specific assistive technologies, adaptive learning platforms, and digital strategies for differentiating instruction to meet the diverse needs of students. In addition, when confronted with the high proportion of students with special needs in secondary schools, pre-service teachers were generally unaware of this reality. These findings highlight a critical need for pre-service teachers to develop a mindset for inclusion, personalization, and differentiation. While pre-service teachers may possess technical skills, they lack an overall understanding of the potential of digital learning environments to promote inclusive teaching and learning; they also tend to lack the mindset necessary to effectively develop inclusive teaching practices. To help prepare teachers, opportunities should be given for hands-on experience with adaptive learning software, universal design for learning principles, and assistive technology. We argue that, while technology can serve as a powerful tool, it is the teacher's mindset that will determine its effectiveness in creating inclusive and supportive learning experiences for all.

Keywords:

Digital competence, inclusive education, pre-service teachers, ELT.