Digital Skills for Inclusive Education: Teacher Training in Media Design and Accessibility Practices

Abstract

The paper explores which digital skills are necessary for inclusive education with a focus on training teachers through media design and accessibility practices. A quantitative survey design was used to study the teachers' perceptions and competencies related to digital skills, media design, accessibility, and inclusive teaching. The population of the study comprised secondary school teachers from which a sample of 350 teachers was randomly drawn. A structured questionnaire consisting of 40 items was developed. It was expert-validated and it also underwent a reliability test. Frequency percentage, independent-samples t test, one-way ANOVA, reliability analysis, correlation, and regression were the statistical methods used for analyzing the data. Findings revealed that the teachers' digital competence ranged from a moderate to a high level. Accessibility was, however, the least practiced when compared with other dimensions. Differences based on school type, previous ICT training, qualification, and teaching experience were statistically significant. The study ended with the fact that media design and accessibility skills are necessary for enhancing inclusive teaching and ought to be a focus of teacher training for fairness in digital education.