This is an unedited manuscript accepted for publication and provided as an Article in Press for early access at the author’s request. The article will undergo copyediting, typesetting, and galley proof review before final publication. Please be aware that errors may be identified during production that could affect the content. All legal disclaimers of the journal apply.
Ms.HarmeetKaur*,
Dr.Pravin Kumar,
- 1Research Scholar, Department of physical Education, Desh Bhagat University, Punjab, India
- Associate Professor, Department of physical Education,Desh Bhagat University, Punjab, India
Abstract
The advent of next-generation digital pedagogies has revolutionized inclusive education by harnessing cutting-edge Information and Communication Technology (ICT) solutions to enhance accessibility, equity, and adaptability in learning environments. This review provides a critical exploration of the strategic deployment of advanced ICT innovations, including AI- powered adaptive learning frameworks, immersive technologies such as augmented and virtual reality (AR/VR), intelligent tutoring systems, and blockchain-based credentialing mechanisms. These emerging technologies are examined within the framework of Sustainable Development Goals (SDG) 4 (Quality Education) and SDG 10 (Reduced 2 Inequalities), highlighting their potential to dismantle barriers faced by marginalized and underrepresented learners. The paper delves into how personalized learning ecosystems, assistive technologies, and intelligent educational infrastructures can mitigate digital disparities, foster inclusivity, and support learner-centric educational models. A comprehensive analytical framework is presented to assess the impact of next-generation ICT applications on accessibility, cultural responsiveness, and sustainable global education. In addition, the study scrutinizes key challenges such as technological infrastructure gaps, ethical dilemmas in AI-driven learning, and the urgent need for global digital literacy enhancement. The findings underscore the transformative potential of innovative ICT interventions in shaping adaptive, data-driven, and collaborative educational paradigms. Emphasizing the critical role of policy advancements, cross-sector collaborations, and scalable digital models, this paper advocates for robust strategies to establish resilient and inclusive educational frameworks. By offering evidence-based insights, this research advances the discourse on leveraging emerging digital pedagogies to drive educational inclusivity, equity, and empowerment in the digital era.
Keywords: Digital Pedagogy, Inclusivity, ICT Tools, Adaptive Strategies, Assistive Technology and Equity.
References
1. Fernández-Batanero JM, Montenegro-Rueda M, Fernández-Cerero J, García-Martínez I. Assistive technology for the inclusion of students with disabilities: A systematic review. Educational technology research and development. 2022 Oct;70(5):1911-30.
2. Antoninis M, Alcott B, Al Hadheri S, April D, Fouad Barakat B, Barrios Rivera M, Baskakova Y, Barry M, Bekkouche Y, Caro Vasquez D, D’Addio AC. Global Education Monitoring Report 2023: Technology in education: A tool on whose terms?.
3. CAST, Inc. The UDL Guidelines. CAST_UDL. 2020. Available from: https://udlguidelines.cast.org/
4. UNESCO I. Recommendation on open educational resources (OER). Legal Instruments. 2019 Nov 25.
5. Wang X, Huang RT, Sommer M, Pei B, Shidfar P, Rehman MS, Ritzhaupt AD, Martin F. The efficacy of artificial intelligence-enabled adaptive learning systems from 2010 to 2022 on learner outcomes: A meta-analysis. Journal of Educational Computing Research. 2024 Oct;62(6):1348-83.
6. Recommendation on Open Educational Resources (OER). Unesco.org. 2026. Available from: https://www.unesco.org/en/legal-affairs/recommendation-open-educational- resources-oer.
7. Vygotsky LS, Cole M. Mind in society: Development of higher psychological processes. Harvard university press; 1978.
8. Downes S, Siemens G. Connectivism: A learning theory of the digital age. International Journal of Instructional Technology and Distance Learning. 2005;2(1):3-10.
9. Seale J. It’s not all doom and gloom: What the pandemic has taught us about digitally inclusive practices that support people with learning disabilities to access and use technologies. British Journal of Learning Disabilities. 2023 Jun;51(2):218-28.
10. Hamilton D, McKechnie J, Edgerton E, Wilson C. Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of computers in education. 2021 Mar;8(1):1- 32.
11. Unesco.org. 2026. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000098427
12. Mishra P, Koehler MJ. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record. 2006 Jun;108(6):1017-54.
13. Almasri F. Exploring the impact of artificial intelligence in teaching and learning of science: A systematic review of empirical research. Research in Science Education. 2024 Oct;54(5):977-97. 16
14. Topping KJ, Douglas W, Robertson D, Ferguson N. Effectiveness of online and blended learning from schools: A systematic review. Review of Education. 2022 Aug;10(2):e3353.
15. Tlili A, Garzón J, Salha S, Huang R, Xu L, Burgos D, Denden M, Farrell O, Farrow R, Bozkurt A, Amiel T. Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis. International Journal of Educational Technology in Higher Education. 2023 Oct 13;20(1):54.
16. Mikropoulos TA, Iatraki G. Digital technology supports science education for students with disabilities: A systematic review. Education and Information Technologies. 2023 Apr;28(4):3911-35.
OmniScience: A Multi-disciplinary Journal
| Volume | 16 | |
| 02 | ||
| Received | 30/06/2026 | |
| Accepted | 20/08/2026 | |
| Published | 01/09/2026 | |
| Publication Time | 63 Days |