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Impact of digital technologies on the educational inclusion of students with disabilities

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  • Javier Mamani Acarapi

    (Universidad Pública de El Alto. El Alto, Bolivia.)

Abstract

This research analyzed the impact of inclusive digital technologies on the educational inclusion of university students belonging to different careers of a Bolivian university. The study was developed under a quantitative approach, with a pre-test and post-test pre-experimental design applied to a sample of 180 university students. The purpose of the research was to evaluate the variations produced in digital accessibility, academic participation, teacher-student interaction, autonomy in learning and technological satisfaction after an intervention based on inclusive digital tools. A structured questionnaire with a Likert-type scale validated by expert judgment and with a high reliability determined by Cronbach's Alpha (α = 0.91) was used for data collection. The technological intervention included accessible virtual platforms, adapted digital materials, collaborative tools and technological resources aimed at strengthening educational inclusion processes. The results showed significant increases in all the dimensions evaluated during the post-test, highlighting improvements in digital accessibility and technological satisfaction. Statistical analyses using Student's t-test for related samples confirmed statistically significant differences between the pretest and the posttest (p

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Handle: RePEc:cxn:evalua:v:3:y:2026:i:1:id:20
DOI: 10.63688/aprendizaje.v3.i1.20
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