Department of Teaching and Educational Organization, University of Sevilla, 41004 Seville, Spain.
Int J Environ Res Public Health. 2023 Jan 31;20(3):2576. doi: 10.3390/ijerph20032576.
Higher education institutions moving towards the inclusive education model have to offer quality education for all students. In this sense, the use of technologies favours not only the education of people with disabilities, but also their quality of life. However, these people may encounter real problems of access to technologies due, among other factors, to the lack of teacher training, causing a public health problem. In this line, our study includes a systematic review of the literature that aims to know the impact of the technological training of university teachers in relation to educational inclusion and the improvement of the quality of life of students with disabilities. To this end, a search of the literature published in the last decade was carried out in six databases (Dialnet, Google Scholar, Scopus, Web of Science, ERIC, and SciELO), selecting 14 articles out of 1204 initial ones. The studies were analysed following the PRISMA methodology. The main findings are the scarcity of research literature on the digital competence of university teachers and its impact on the educational inclusion and quality of life of students with disabilities. Likewise, there is a clear lack of knowledge about the use of digital tools and a lack of knowledge about the different disabilities that teachers may encounter in higher education classrooms.
高等教育机构向包容性教育模式转变，必须为所有学生提供优质教育。从这个意义上说，技术的使用不仅有利于残疾学生的教育，也有利于他们的生活质量。然而，这些人可能会因为缺乏教师培训等因素而遇到真正的技术获取问题，从而导致公共卫生问题。在这方面，我们的研究包括对文献的系统回顾，旨在了解大学教师在教育包容性和提高残疾学生生活质量方面的技术培训的影响。为此，我们在六个数据库（Dialnet、Google Scholar、Scopus、Web of Science、ERIC 和 SciELO）中搜索了过去十年发表的文献，从 1204 篇初始文献中选出了 14 篇文章。研究按照 PRISMA 方法进行分析。主要发现是，关于大学教师的数字能力及其对残疾学生教育包容性和生活质量的影响的研究文献稀缺。同样，人们对数字工具的使用知之甚少，也不了解教师在高等教育课堂上可能遇到的不同残疾类型。
