Vol. 18 No. 35 (2025): Inclusive School: a challenge for distance education

Education is in a constant process of transformation in the face of a dual need. On the one hand, it must respond to the preferences and profiles of a highly heterogeneous student body and, on the other, it must provide specialists for an increasingly diversified and demanding labour market. The new social configuration, in which technology plays an essential role, means that training modalities revolve around ubiquitous learning and its multiple possibilities (Novoa et al., 2020). This new prism has made distance learning increasingly demanded, not only by an adult audience (something common in the past) but also by a younger and younger student body. Thus, the new educational paradigm, in line with Sustainable Development Goal 4 of the 2030 Agenda (United Nations, 2015), aims to guarantee quality education that is more democratic, more international, more inclusive, more personalised and accessible from anywhere. In this context, this issue of the journal is structured around two thematic lines: Distance Education and Special and Inclusive Education. These lines offer the possibility of delving into different aspects that contribute to making known the level of achievement of the objectives set and what is being done to achieve the Education for All promoted by UNESCO at the World Conference on Education held in Jomtien (Thailand) in 1990.

For this reason, this monograph brings together studies and research that address inclusive education and diversity from a 360º perspective and through the prism of distance education. Educational policies, internationalisation as well as teaching and learning models (methodologies, teachers, students), teacher training and educational innovation are, among others, some of the topics addressed in the publication. Artificial Intelligence (AI) On the other hand, and in the context of the influence of technology in education, some studies have been collected on strategies, methods and resources that are directly included in the development of distance education from an inclusive vision.

Editores colaboradores:

Dra. Juana María Anguita Acero, Universidad de Castilla - La Mancha, España

Dr. Óscar Navarro Martínez, Universidad de Castilla - La Mancha, España

Dra. Daniela Melaré Vieira-Barros, Universidad Aberta de Lisboa, Portugal