Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs
IntroductionInclusive digital education is a growing field that aims to provide equitable learning opportunities for all students, including those with special educational needs (SEN). This study investigates the effectiveness of three pedagogical methods - problem/project-based learning (PBL), coop...
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1447489/full |
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| author | Paola D’Elia Aleksandra Stalmach Sergio Di Sano Gino Casale |
| author_facet | Paola D’Elia Aleksandra Stalmach Sergio Di Sano Gino Casale |
| author_sort | Paola D’Elia |
| collection | DOAJ |
| description | IntroductionInclusive digital education is a growing field that aims to provide equitable learning opportunities for all students, including those with special educational needs (SEN). This study investigates the effectiveness of three pedagogical methods - problem/project-based learning (PBL), cooperative learning (CL), and service learning (SL) - in promoting inclusive digital education.MethodsWe adopted a quantitative approach, collecting data through a structured questionnaire administered to nine media education and pedagogy experts from Italy and Austria.ResultsResults showed that PBL, CL, and SL are generally effective but require differentiated implementation approaches to maximize inclusivity. Practical implementation in the inclusive context of PBL requires promoting student reflection and self-assessment adapted to students’ individual needs; in CL, group projects supported by digital collaboration tools (e.g., Google Docs) facilitate structured dialogue, peer collaboration, and shared responsibility, thereby increasing engagement; in SL, linking learning to real-world practice and designing experiences that reflect students’ abilities and interests emerge as crucial, especially for students with SEN.DiscussionThe implications of these findings suggest that educators should adopt flexible and adaptive strategies to successfully implement PBL, CL, and SL to ensure that they meet the diverse needs of students in digital environments. Limitations of the study and recommendations for future investigations are discussed to further develop this area of research. |
| format | Article |
| id | doaj-art-d4206749341e49238a70232f03f916a0 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-d4206749341e49238a70232f03f916a02025-01-28T12:35:16ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-01910.3389/feduc.2024.14474891447489Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needsPaola D’Elia0Aleksandra Stalmach1Sergio Di Sano2Gino Casale3Department of Neuroscience, Imaging and Clinical Sciences, Gabriele d’Annunzio University of Chieti-Pescara, Chieti, ItalyInstitute for Educational Research, School of Education, University of Wuppertal, Wuppertal, GermanyDepartment of Neuroscience, Imaging and Clinical Sciences, Gabriele d’Annunzio University of Chieti-Pescara, Chieti, ItalyInstitute for Educational Research, School of Education, University of Wuppertal, Wuppertal, GermanyIntroductionInclusive digital education is a growing field that aims to provide equitable learning opportunities for all students, including those with special educational needs (SEN). This study investigates the effectiveness of three pedagogical methods - problem/project-based learning (PBL), cooperative learning (CL), and service learning (SL) - in promoting inclusive digital education.MethodsWe adopted a quantitative approach, collecting data through a structured questionnaire administered to nine media education and pedagogy experts from Italy and Austria.ResultsResults showed that PBL, CL, and SL are generally effective but require differentiated implementation approaches to maximize inclusivity. Practical implementation in the inclusive context of PBL requires promoting student reflection and self-assessment adapted to students’ individual needs; in CL, group projects supported by digital collaboration tools (e.g., Google Docs) facilitate structured dialogue, peer collaboration, and shared responsibility, thereby increasing engagement; in SL, linking learning to real-world practice and designing experiences that reflect students’ abilities and interests emerge as crucial, especially for students with SEN.DiscussionThe implications of these findings suggest that educators should adopt flexible and adaptive strategies to successfully implement PBL, CL, and SL to ensure that they meet the diverse needs of students in digital environments. Limitations of the study and recommendations for future investigations are discussed to further develop this area of research.https://www.frontiersin.org/articles/10.3389/feduc.2024.1447489/fulldigital learninginclusive educationproblem/project-based learningcooperative learningservice learning |
| spellingShingle | Paola D’Elia Aleksandra Stalmach Sergio Di Sano Gino Casale Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs Frontiers in Education digital learning inclusive education problem/project-based learning cooperative learning service learning |
| title | Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs |
| title_full | Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs |
| title_fullStr | Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs |
| title_full_unstemmed | Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs |
| title_short | Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs |
| title_sort | strategies for inclusive digital education problem project based learning cooperative learning and service learning for students with special educational needs |
| topic | digital learning inclusive education problem/project-based learning cooperative learning service learning |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1447489/full |
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