Analysis of Elementary School Teachers’ Readliness to Use Digital Technology for Inclusive Learning

Abstract

The purpose of this research is to examine how prepared teachers in elementary schools are to use digital technology to support inclusive education. Inclusive education emphasize that every student, including those with special needs, should have equal opportunities within an open and tolerant educational system that values diversity. Teachers have a strategic responsibility to ensure that all students have access to appropriate and adaptive technology for effective learning in the era of digital transformation and the implementation of the Merdeka Curriculum. This study conducts a systematic literature review by examining twenty scholarly articles, research reports, and relevant policy documents from 2020-2025. Four main components become the focus of the analysis: (1) teachers’ knowledge about the concepts and potential of digital technology for inclusive education; (2) teachers’ view on technology issues in the context of inclusive education; (3) teachers’ technical skills to use and adapt digital devices and applications to assist students with special needs; and (4) policy support and institutional infrastructure. The research findings indicate that, although most teachers are aware of the importance of inclusive education and the potential of technology, many school still lack infrastructure and technology skills. In the 3T regions, the problem is exacerbated by limited access to technology and a lack of instruction. Technical skills and resource availability remain significant issues, even though teachers’ understanding of the concepts and their perspectives tends to be positive. To provide equaitable, inclusive, and adaptive learning that meets the challenges of the 21st century, teachers need continuous training, support from schools and the education department, and access to disability- friendly technology.