Transformation of Pedagogical Practices through the Integration of Digital Technology: A Study of Multicultural Inclusive Schools

Wulandari Handayani; Astini  Lestari

Authors

Wulandari Handayani Universitas Pendidikan Ganesha, Bali, Indonesia Author
Astini Lestari Universitas Pendidikan Indonesia, Bandung, Jawa Barat, Indonesia, Author

Keywords:

Digital technology, Inclusive education, Multicultural schools, Pedagogical transformation, Teacher practices

Abstract

The rapid advancement of digital technology has significantly influenced teaching and learning processes, particularly in multicultural inclusive school settings. These environments demand adaptive pedagogical strategies that cater to diverse student needs and backgrounds. This study aims to explore how the integration of digital technology transforms pedagogical practices in multicultural inclusive schools and enhances inclusivity and learner engagement. A qualitative case study approach was employed, involving semi-structured interviews and classroom observations in five multicultural inclusive schools. Data were analyzed using thematic content analysis to identify emerging patterns in pedagogical transformation. Findings reveal that digital technology fosters differentiated instruction, facilitates culturally responsive teaching, and promotes active student participation. Teachers reported increased capacity to address diverse learning needs through interactive tools and multilingual resources. However, challenges such as digital literacy gaps and infrastructure limitations were also noted. The integration of digital technology has the potential to significantly enhance inclusive pedagogical practices in multicultural settings. To maximize its benefits, professional development and equitable access to digital tools are essential.

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