ETHICAL AND PEDAGOGICAL CHALLENGES OF USING TECHNOLOGY IN INCLUSIVE EDUCATION

Abstract

The study aimed to analyze the ethical and pedagogical challenges of using digital technologies in inclusive education, seeking to understand how these resources could promote educational practices that ensure the right to learning for all students, especially those with ADHD and other disabilities. The central problem investigated focused on the need to balance technological innovation and ethical responsibility within the school context. The research was conducted through a qualitative bibliographic review, based on works published between 2020 and 2025, selected for their relevance to the field of inclusive education and teacher ethics. The results indicated that the use of assistive technologies and active methodologies, such as gamification and multimodal resources, favored student engagement, autonomy, and attention, expanding the possibilities for inclusion. However, it was observed that the lack of ethical and technological training among teachers remains an obstacle to the effective implementation of these practices. The analysis showed that ethics must be the guiding principle of pedagogical mediation, ensuring the responsible use of technologies and respect for students’ dignity. It was also found that institutional policies aimed at digital inclusion and continuous teacher training are essential to consolidate a humanized education. It was concluded that technology, when used with intentionality and ethical awareness, represents a significant tool to strengthen equity and participation in the educational process.