Building Inclusive Futures

                A recent article published on February 25, 2025, in  University College London’s  member publication (Vol 14, 2025) outlines a protocol for a systematic review examining the role of educational technology (EdTech) in supporting inclusive primary education for students with special educational needs and disabilities (SEND) in high-income countries. Authored by Erica Ranzato, Catherine Holloway, and Maryam Bandukda, the study aims to address gaps in understanding current classroom practices, policies, and the impact of the COVID-19 pandemic on EdTech use in inclusive settings.             The review, guided by PRISMA-P standards, will analyze peer-reviewed studies from 2016 to 2024, focusing on qualitative and quantitative research exploring EdTech’s design and application for primary school students with SEND. The authors conducted a comprehensive search across databases like ...