Patterns of teachers’ self-perceived digital competence in Inclusive Education

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.21.26150.074

Abstract

The digital transformation of education has reinforced the need to develop teachers’ digital competence, particularly in the context of inclusive education. This study examines how Special Education teachers in Portugal perceive their digital competence in the area of accessibility and inclusion, based on the European Framework for the Digital Competence of Educators (DigCompEdu). A quantitative, descriptive approach was adopted, using a questionnaire administered to Special Education teachers. The data were analyzed using multivariate statistical techniques, including principal component analysis (PCA) and k-means cluster analysis. The results indicate a predominance of the Integrator level, reflecting consistent use of digital technologies in inclusive teaching practices. However, weaknesses persist in the use of advanced digital resources for accessibility, digital assessment, and pedagogical adaptation. The findings underscore the need to strengthen continuing professional development programs aimed at the critical pedagogical integration of digital technologies, taking into account teachers’ different levels of competence and focusing on the promotion of educational equity. Keywords: Teacher digital competence. Inclusive education. DigCompEdu.

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Author Biographies

  • Dayse Gonçalves, Universidade Politécnica de Bragança

    Master in Information and Communication Technology in Education and Training from the Polytechnic Institute of Bragança (IPB, Portugal). Specialist in Communication (UNIFIP) and holds degrees in Letters/Libras (Brazilian Sign Language) and Social Communication. Acts as a Brazilian Sign Language Translator and Interpreter at the higher education level. Conducts research in the areas of Deaf Education, Assistive Technologies, Technology Integration in Education, and Teaching Digital Competence within the context of inclusion.

  • Manuel Meirinhos, Universidade Politécnica de Bragança

    Holds a Degree in Biology and Geology Teaching from the University of Minho, a Master's in Education with a specialization in Educational Technology from the University of Minho, and a PhD in Child Studies, specializing in Information and Communication Technologies, also from the University of Minho. His research focuses on teacher professional development within collaborative distance learning environments. He has conducted research in the field of educational technology, particularly regarding emerging technologies in learning contexts. As a result of this research, he has supervised and led a wide variety of training programs for teachers and educators.

  • Sani de Carvalho Rutz da Silva, Federal University of Technology of Paraná

    Holds a Degree in Mathematics from the State University of Ponta Grossa (UEPG), a Master's in Applied Mathematics, and a PhD in Materials Science from the Federal University of Rio Grande do Sul (UFRGS). Her research emphasizes the following themes: Mathematics Teaching, Inclusive Mathematics Education, and the Use of Technologies in Mathematics teaching.

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Published

2026-09-01

Issue

Vol. 21 (2026): Publicação contínua

Section

Artigos

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How to Cite

Patterns of teachers’ self-perceived digital competence in Inclusive Education. Práxis Educativa, [S. l.], v. 21, p. 1–15, 2026. DOI: 10.5212/PraxEduc.v.21.26150.074. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/26150. Acesso em: 10 sep. 2026.