Application of Digital Technology for Deep Learning in Inclusive Schools

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Kalimantan— UDL-Based Digital Technology Strengthens Deep Learning in Inclusive Schools in Indonesia. The research conducted by Kusuma Galih Ayusaputri, Dinda Ayu Bulantari, Yeni Suryani, and Haeruddin, and published in January 2026 in the journal International Journal of Integrated Science and Technology.

The research conducted by Kusuma Galih Ayusaputri, Dinda Ayu Bulantari, Yeni Suryani, and Haeruddin found that the use of digital technology based on Universal Design for Learning (UDL) is able to strengthen deep learning in inclusive schools.

This study highlights how technologies such as interactive videos, learning management systems (LMS), text-to-speech, and digital portfolios can help students with diverse learning needs to engage more actively and understand the material more deeply. Amid the still-strong uniform learning patterns in many schools, these research results open the way toward more equitable and adaptive education.

Challenges of Inclusive Schools in the Digital Era

Inclusive education aims to ensure that all students, including those with special needs, receive equal learning opportunities. In practice, however, many schools still apply teacher-centered approaches that emphasize memorization and standardized instruction.

This situation reduces student participation and limits the development of critical and reflective thinking. In inclusive classrooms, where students differ widely in abilities and learning styles, such approaches often fail to meet individual needs.

At the same time, digital technology offers great potential. Internet access, learning platforms, and interactive media allow learning to become more flexible and personalized. Unfortunately, in many schools, technology is still used only as a supporting tool rather than as an integral part of instructional design.

“Technology is often treated as an additional aid, not as a core element of inclusive learning design from the beginning,” the researchers noted in their article.

Method: Reviewing Dozens of Educational Studies

This study adopted a qualitative approach through literature review and conceptual analysis. The researchers examined various national and international journal articles related to inclusive education, digital technology, UDL, and deep learning.

Data were collected from reputable academic databases using relevant keywords. Each selected article was analyzed thematically to identify research patterns, key findings, and implementation challenges.

Through this process, the team developed a comprehensive picture of best practices and obstacles in applying UDL-based digital technology in inclusive schools.

Key Findings: Three Pillars of Success

The analysis shows that integrating UDL-based digital technology supports deep learning through three main dimensions.

1. Improving Access and Flexibility

Technologies such as text-to-speech, screen readers, automatic captions, and LMS platforms enable learning materials to be delivered in multiple formats. Students can access content through text, audio, visuals, or interactive media according to their needs.

This approach benefits learners with visual impairments, reading difficulties, or attention challenges, allowing them to participate more effectively in classroom activities.

2. Strengthening Engagement and Understanding

UDL implementation through digital tools encourages meaningful learning. In digital project-based learning, for example, students can demonstrate their understanding through podcasts, digital posters, or short videos.

Online discussions in LMS forums allow students to express ideas in text, audio, or video formats. In addition, digital portfolios provide authentic assessment that highlights creativity, reflection, and critical thinking rather than rote memorization.

3. Supported by Leadership, Teachers, and Parents

Successful implementation depends on three interrelated pillars:

• School leadership, which provides vision, policy direction, and technological infrastructure.
• Teacher competence, especially in designing inclusive, technology-based learning.
• Parental collaboration, strengthened through digital communication platforms.

Together, these elements form a supportive and sustainable learning ecosystem.

Persistent Barriers

Despite its strong potential, the study also identifies several ongoing challenges:

• Unequal access to digital infrastructure, especially in remote areas.
• Limited digital literacy among some teachers.
• Lack of institutional policies that support long-term transformation.

Without sustainable strategies, technology initiatives risk becoming short-term projects with limited impact.

Implications for Education

This study delivers a strong message to policymakers, school leaders, and educators. UDL-based digital integration is not merely an innovation, but a foundation for sustainable inclusive education.

For schools, the findings emphasize the importance of:

• Designing flexible and adaptive curricula.
• Providing continuous professional development for teachers.
• Adopting accessibility standards for digital learning tools.
• Strengthening partnerships with parents.

For government institutions, the research offers evidence to support policies on infrastructure equity and digital capacity building.

For society, the study brings hope that students with special needs can receive fairer and more meaningful learning experiences.

Researchers’ Perspective

The authors stress that technology only becomes effective when supported by sound pedagogy.

“We found that UDL helps schools design learning environments that accommodate student diversity from the start, rather than making adjustments at the end,” the research team explained.

They also highlight the crucial role of school leadership and family collaboration, which are often overlooked in digital education reforms.

Author Profiles

• Kusuma Galih Ayusaputri, S.Pd., M.Pd. :Universitas Mulawarman.
• Dinda Ayu Bulantari, S.Pd., M.Pd. : Universitas Mulawarman.
• Yeni Suryani, S.Pd., M.Pd. :Universitas Mulawarman.
• Haeruddin, S.Pd., M.Si. :Universitas Mulawarman.

Research Source

Ayusaputri, Dinda, Yeni, Haeruddin. Application of Digital Technology for Deep Learning in Inclusive Schools
International Journal of Integrated Science and Technology (IJIST)Volume 4, Nomor 1, 2026, halaman 17–33
DOI:https://doi.org/10.59890/ijist.v4i1.256                                                                                         URL: https://ntlmultitechpublisher.my.id/index.php/ijist