Review on Inclusive Education Teachers’ Digital Professional Development

  • Miaomiao Wu University of Malaya
  • Dorothy DeWitt
  • Nor Nazrina Mohamad Nazry
  • Norlidah Alias


Inclusive education teachers need to be digitally competent. However, there is little research on digital professional development for inclusive education teachers. The purpose of this study was to review systematic analyses of digital professional development for inclusive education teachers to improve inclusive education. Using the reporting standards for systematic evidence syntheses review method and following certain exclusion and inclusion criteria, this study conducted a systematic review of digital professional development for teachers in inclusive education by selecting 12 high-quality studies published after 2013 from 2 reputable databases (Web of science and Scopus). The analysis revealed the three themes of necessity, barriers, and future trends in the digital professional development of inclusive education teachers. The digital professional development of inclusive education teachers is of great significance to the success of their practice of inclusive education and should be taken seriously by the education community. Despite the limited number of retrieved articles, this study is still significant for the digital professional development of inclusive education teachers. This review can draw the attention of inclusive education education stakeholders to the digital professional development of inclusive education teachers, which will contribute to the improvement of inclusive education. It is essential to continue to deepen research in this area in the future.


Akturk, A. O., & Ozturk, H. S. (2019). Teachers' TPACK Levels and Students' Self-Efficacy as Predictors of Students' Academic Achievement. International Journal of Research in Education and Science, 5(1), 283-294.
Al Jaffal, M. (2022). Barriers general education teachers face regarding the inclusion of students with autism. Frontiers in psychology, 13, 4717.
Alegre de la Rosa, O. M., & Villar Angulo, L. M. (2021). Teachers’ and hearing and speech specialists’ attitudes towards and knowledge of sustainable inclusive education for students using hearing devices. International journal of inclusive education, 1-16.
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International journal of inclusive education, 23(12), 1277-1295.
Aquino, A. B., Dadayan, A. A., Rosel, M. E., & Francisco, M. J. V. (2022). Development of a TPACK-Based Professional Development Framework for the New Normal in Education. International Journal of Information and Education Technology, 12(10), 1012-1016.
Ari, R., Altinay, Z., Altinay, F., Dagli, G., & Ari, E. (2022). Sustainable management and policies: the roles of stakeholders in the practice of inclusive education in digital transformation. Electronics, 11(4), 585.
Aslam, R., Khan, N., Asad, M. M., & Ahmed, U. (2021). Impact of technological pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan. Interactive Technology and Smart Education.

Azmey, A. I. M., & Ali, R. A. M. (2022). QR Code Task Logger for Special Need Student on Continuous Achievement Monitoring. Evolution in Electrical and Electronic Engineering, 3(2), 138-145.
Batanero, J. M. F., Graván, P. R., & Rojas, C. S. (2020). Are primary education teachers from Catalonia (Spain) trained on the ICT and disability? Digital Education Review(37), 288-303.
Boot, F. H., Dinsmore, J., Khasnabis, C., & MacLachlan, M. (2017). Intellectual disability and assistive technology: Opening the GATE wider. Frontiers in public health, 5, 10.
Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149.
Courduff, J., & Moktari, A. (2022). Personal, cultural, and institutional perspectives of special education technology integrators: A narrative inquiry. Journal of Special Education Technology, 37(3), 413-425.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449- 2472.
Falola, H. O., Ogueyungbo, O. O., Adeniji, A. A., & Adesina, E. (2022). Exploring sustainable e-learning platforms for improved universities’ faculty engagement in the new world of work. Sustainability, 14(7), 3850.
Finlay, C., Kinsella, W., & Prendeville, P. (2022). The professional development needs of primary teachers in special classes for children with autism in the republic of Ireland. Professional Development in Education, 48(2), 233-253.
Florian, L. (2008). Towards an inclusive pedagogy. In Psychology for inclusive education (pp.
50-63). Routledge.
Folostina, R., Dumitru, C., Iacob, C. I., & Syriopoulou-Delli, C. K. (2022). Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation. Sustainability, 14(5), 2986.
Galaczi, E., Nye, A., Poulter, M., & Allen, H. (2018). Teacher professional development.
Retrieved from.
Gogus, A. (2021). Shifting to digital: Adoption and diffusion. Educational Technology Research and Development, 69, 11-16.
Gomez-Najarro, J. (2020). An empty seat at the table: Examining general and special education teacher collaboration in response to intervention. Teacher Education and Special Education, 43(2), 109-126.
Grimus, M. (2020). Emerging technologies: Impacting learning, pedagogy and curriculum development. Emerging technologies and pedagogies in the curriculum, 127-151.
Hasson, L., Keville, S., Gallagher, J., Onagbesan, D., & Ludlow, A. K. (2022). Inclusivity in education for autism spectrum disorders: Experiences of support from the perspective of parent/carers, school teaching staff and young people on the autism spectrum. International Journal of Developmental Disabilities, 1-12.
Hrastinski, S. (2021). Digital tools to support teacher professional development in lesson studies: a systematic literature review. International Journal for Lesson & Learning Studies, 10(2), 138-149.
Hunt, P. F. (2019). Inclusive education as global development policy. The Sage handbook of inclusion and diversity in education, 116-130.

Ilina, I., Grigoryeva, Z., Kokorev, A., Ibrayeva, L., & Bizhanova, K. (2019). Digital literacy of the teacher as a basis for the creation of a unified information educational space. International Journal of Civil Engineering and Technology, 10(1), 1686-1693.
Kaimara, P. (2023). Digital Transformation Stands Alongside Inclusive Education: Lessons Learned from a Project Called “Waking Up in the Morning”. Technology, Knowledge and Learning, 1-27.
Karunaratne, T., Zhemchugova, H., Byungura, J. C., & Olsson, U. (2019). Towards an agile- based process model for effective teacher training on LMS. 18th European Conference on e-Learning (ECEL), Copenhagen, Denmark,
Kim, J., Pak, S., & Cho, Y. H. (2021). The role of teachers' social networks in ICT-based instruction. The Asia-Pacific Education Researcher, 1-10.
Kurnosova, S., Lushnikova, T. Y., & Kokanov, N. (2019). The methodological foundations of teacher preparation for designing inclusive informational and educational environment. 1st International Scientific Conference" Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth"(MTDE 2019),
Langset, I. D., Jacobsen, D. Y., & Haugsbakken, H. (2018). Digital professional development: towards a collaborative learning approach for taking higher education into the digitalized age. Nordic Journal of Digital Literacy, 13(1), 24-39. 10.18261/ISSN.1891-943X-2018-01-03
Leonard, N. M., & Smyth, S. (2022). Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland. International journal of inclusive education, 26(7), 737-751.
Li, M., & Yu, Z. (2022). Teachers’ satisfaction, role, and digital literacy during the COVID-19 pandemic. Sustainability, 14(3), 1121.
Majoko, T. (2019). Inclusion of children with autism spectrum disorder in mainstream early childhood development: Zimbabwean parent perspectives. Early Child Development and Care, 189(6), 909-925.
Marín, V., Sampedro, B. E., Muñoz González, J. M., & Vega, E. M. (2022). Primary Education and Augmented Reality. Other Form to Learn. Cogent Education, 9(1), 2082082.
Medina-García, M., Higueras-Rodríguez, L., García-Vita, M. d. M., & Doña-Toledo, L. (2021). ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge. International Journal of Environmental Research and Public Health, 18(13), 6770.
Messiou, K. (2017). Research in the field of inclusive education: time for a rethink?
International journal of inclusive education, 21(2), 146-159.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Mosher, M. A., Carreon, A. C., & Sullivan, B. J. (2022). A Step-By-Step Process for Selecting Technology Tools for Students With ADHD. Journal of Special Education Technology, 37(2), 310-317.
Munn, Z., Stern, C., Aromataris, E., Lockwood, C., & Jordan, Z. (2018). What kind of systematic review should I conduct? A proposed typology and guidance for systematic reviewers in the medical and health sciences. BMC medical research methodology, 18(1), 1-9.

Mystakidis, S. (2020). Distance education gamification in social virtual reality: A case study on student engagement. 2020 11th International Conference on Information, Intelligence, Systems and Applications (IISA,
Natividad Beltrán del Río, G. (2021). A useful framework for teacher professional development for online and blended learning to use as guidance in times of crisis. Educational Technology Research and Development, 69, 7-9. 09953-y
Newton, J. R., & Williams, M. C. (2022). Instagram as a Special Educator Professional Development Tool: A Guide to Teachergram. Journal of Special Education Technology, 37(3), 447-452. 10.1177/01626434211033596
Ng, S. W., & Kwan, Y. W. (2020). Inclusive education teachers—Strategies of working collaboratively with parents of children with special educational needs in Macau. International Journal of Educational Reform, 29(2), 191-207.
OECD. (2018). Teaching Students with Special Needs: Are Teachers Well-prepared? Teaching in Focus(23).
Oralbekova, A. K., Arzymbetova, S. Z., Begalieva, S. B., Ospanbekova, M. N., Mussabekova,
G. A., & Dauletova, A. S. (2016). Application of Information and Communication Technologies by the Future Primary School Teachers in the Context of Inclusive Education in the Republic of Kazakhstan. International Journal of Environmental and Science Education, 11(9), 2813-2827.
Pankratova, O. P., & Konopko, E. A. (2019). Remote training of teachers for IT navigation in inclusive education. Selected Papers of the IV All-Russian scientific and practical conference with international participation" Distance Learning Technologies"(DLT 2019), Yalta, Crimea,
Peng, D. (2019). Mobile-Based Teacher Professional Training: Influence Factor of Technology Acceptance. Foundations and Trends in Smart Learning: Proceedings of 2019 International Conference on Smart Learning Environments,
Pino, A. (2022). Facing the challenges of the inclusion of visually impaired students: Music teacher’s perceptions. International Journal of Music Education, 40(2), 288-300.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital science and education, 2, 923-945.
Shkabarina, M. A., Verbytska, K., Vitiuk, V., Shemchuk, V., & Saleychuk, E. (2020). Development of pedagogical creativity of future teachers of primary school by means of innovative education technologies. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 137-155.
Stefaniak, J., Luo, T., & Xu, M. (2021). Fostering pedagogical reasoning and dynamic decision-making practices: a conceptual framework to support learning design in a digital age. Educational Technology Research and Development, 1-17.
Taneja-Johansson, S., Singal, N., & Samson, M. (2021). Education of children with disabilities in rural Indian government schools: A long road to inclusion. International journal of

disability, development and education, 1-16.
Thomas, L., Tuytens, M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2019). Beginning teachers’ professional support: A mixed methods social network study. Teaching and Teacher Education, 83, 134-147.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Spain: UNESCO
Westin, T., Neves, J., Mozelius, P., Sousa, C., & Mantovan, L. (2022). Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities. European Conference on Games Based Learning, Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities. In European Conference on Games Based Learning, 16(1), 597-604.
Wilson, K. P., & Landa, R. J. (2019). Barriers to educator implementation of a classroom-based intervention for preschoolers with autism spectrum disorder. Frontiers in Education, 4, 27.
Yaskevich, D. (2021). Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education. E3S Web of Conferences,
Yusof, R., Yusof, M. I. M., Ab Rahman, F. A., & Harsono, D. (2022). Review on Southeast Asian sustainable development goals (SDGs) localisation strategies. Environment- Behaviour Proceedings Journal, 7(19), 315-321.
Zabala, J. S. (2005). Ready, SETT, go! Getting started with the SETT framework. Closing the Gap, 23(6), 1-3.
Zulnaidi, H., & Majid, M. Z. A. (2020). Readiness and understanding of technical vocational education and training (TVET) lecturers in the integration of industrial revolution 4.0. International Journal of Innovation, Creativity and Change, 10(10), 31-43.
How to Cite
WU, Miaomiao et al. Review on Inclusive Education Teachers’ Digital Professional Development. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 1, p. 538-552, mar. 2024. Available at: <>. Date accessed: 19 may 2024.
English Section