This paper explores the development of an inclusive educational culture through the integration of next-generation wired and wireless technologies. The study aims to identify how digital platforms, AI-based tools, and collaborative online environments can enhance teachers’ understanding and competence in promoting inclusivity. A mixed-methods approach was employed, combining a comprehensive literature review with qualitative case studies from technology-supported schools. Results indicate that technological frameworks such as Universal Design for Learning (UDL) and IoT-based smart classrooms significantly improve teacher readiness and adaptive teaching practices. The findings suggest that strategic adoption of these technologies fosters a more inclusive, equitable, and responsive educational environment. Implications for professional development and policy implementation are discussed.

Inclusive education, AI in education, Universal Design for Learning

Bhardwaj, V., Anooja, A., Vermani, L.S., Sunita, Dhaliwal, B.K.: Smart cities and the iot: an in-depth analysis of global research trends and future directions. Discover Internet of Things 4(1) (2024). https://doi.org/

1007/s43926-024-00076-3, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85206391208& doi=10.1007%2fs43926-024-00076- 3&partnerID=40&md5=8488b8db72efeff41293a86fe50f2d44, cited by: 0; All Open Access, Gold Open Access

Bianco, N.D., D’Angelo, I., Caldarelli, A., Shogren, K.A., Giaconi, C.: Co-designing inclusive museums withpeople with intellectual disabilities: A pilot study in immersive virtual environments. International Journal of the Inclusive Museum 18(1), 63 – 81 (2025). https://doi.org/10.18848/1835-2014/CGP/v18i01/63-81, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85203088417&doi=10.18848%2f1835-2014%

fCGP%2fv18i01%2f63-81&partnerID=40&md5=151ba33d220fc405b576938f50cfcf24, cited by: 0

Carter, R.T.: RECOGNIZING THE PSYCHOLOGICAL AND CULTURAL STRENGTHS OF

BLACK AMERICANS: Historical, Social, and Psychological Perspectives. Common Ground Research Networks (2025). https://doi.org/10.4324/9781003111542, https://www.scopus.com/ inward/record.uri?eid=2-s2.0-85204829968&doi=10.4324%2f9781003111542&partnerID=40&md5= bb134a84091a60061c6ab641a164b46f, cited by: 0

Castillo, J.M., Wolgemuth, J.R., McKenna, M., Hite, R., Latimer, J.D.: A qualitative synthesis ofresearch on professional learning for multi-tiered systems of support. Teacher Education and Special Education 47(3), 203 – 224 (2024). https://doi.org/10.1177/08884064231226254, https: //www.scopus.com/inward/record.uri?eid=2-s2.0-85184189192&doi=10.1177%2f08884064231226254& partnerID=40&md5=a3111539e36b97cd5a8374bbd3fba0d6, cited by: 0

Cheng, C., Wang, Q., Bai, J., Christensen, M.: Challenges, support, and strategies concerning learning among nursing students who have english as an additional language: A metasynthesis. Nurse Education Today 144 (2025). https://doi.org/10.1016/j.nedt.2024.106408, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85204350026&doi=10.1016%2fj.nedt.2024.

&partnerID=40&md5=4e0cf466816ec46e7d3a5cefb64d1e53, cited by: 0

Furyanto, F.A., Rochmawati, L.: Practices of intercultural competence teaching: an autobiographical study ataviation english classroom. Journal of Education and Learning 19(1), 274 – 286 (2025). https://doi.org/10.

/edulearn.v19i1.21337, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85202928396& doi=10.11591%2fedulearn.v19i1.21337&partnerID=40&md5=e8b2b880c1848d5b921c89bedfd20320, cited by: 0

Hibi, W.: Using smart applications to develop mathematical concepts among fourth grade students with arithmetic learning difficulties. International Journal of Science, Mathematics and Technology Learning 32(1), 1 – 28 (2025). https://doi.org/10.18848/2327-7971/CGP/v32i01/1-28, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85198231230&doi=10.18848%2f2327-7971%

fCGP%2fv32i01%2f1-28&partnerID=40&md5=2a8ad22fe6d7d745658910a02e81b57d, cited by: 0

Iqbal, M.S., Rahim, Z.A., Ohshima, N.: A triz-informed intervention framework for sustainable 4iradoption in malaysian manufacturing and related services (mrs) industries. Journal of Advanced Research in Applied Sciences and Engineering Technology 50(1), 203 – 219 (2025). https://doi.org/

37934/araset.50.1.203219, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85201315863& doi=10.37934%2faraset.50.1.203219&partnerID=40&md5=1272dacfa8758a257b374a5c73ca8f3a, cited by: 0; All Open Access, Hybrid Gold Open Access

Khumalo, G., Pretorius, E.: Teachers and school social workers collaborating to support southafrican adolescents with psychosocial challenges. International Journal of Learner Diversity and Identities 32(1), 1 – 25 (2025). https://doi.org/10.18848/2327-0128/CGP/v32i01/1-25, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85203990193&doi=10.18848%2f2327-0128%

fCGP%2fv32i01%2f1-25&partnerID=40&md5=15ee6327ee0776f87ba93f30d23e67c7, cited by: 0

Sherwood, D., VanDeusen, K., McMorrow, S., Leahy, A.: Student critical reflection on service learning in post-disaster puerto rico: Constructing competency development, cultural humility, and professional identity. International Journal of Learner Diversity and Identities 32(1), 27 – 50 (2025). https://doi.org/10.18848/2327-0128/CGP/v32i01/27-50, https://www.scopus.com/inward/record. uri?eid=2-s2.0-85204015519&doi=10.18848%2f2327-0128%2fCGP%2fv32i01%2f27-50&partnerID=40& md5=aa601748ede880be1fd789eecbaa20f7, cited by: 0

da Silva Trocado, A.E.B., dos Santos, J.M.d.S., Lento, M.A.T., Dana-Picard, T., Lavicza, Z.: Time learningon analog clocks in an automatic feedback context. International Journal of Science, Mathematics and Technology Learning 32(1), 29 – 52 (2025). https://doi.org/10.18848/2327-7971/CGP/v32i01/29-52, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85198235212&doi=10.18848%2f2327-7971%

fCGP%2fv32i01%2f29-52&partnerID=40&md5=4df96c0a02777c61d85df0ee455ebd37, cited by: 0

Uzun, L.N., Tok, H.H.: Are male nurses oppressed? a forum theater application: A quasiexperimental study. Applied Nursing Research 80 (2024). https://doi.org/10.1016/j.apnr.2024.

, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85206177921&doi=10.1016%2fj.apnr.

151860&partnerID=40&md5=e2161172efa9ca32855962dceb71a1ab, cited by: 0

Yun, H.Y., Low, S.: Racial/ethnic disparities in academic achievement in u.s. middle schools: An integratedmultilevel modeling approach. Journal of School Psychology 107 (2024). https://doi.org/10.1016/j.jsp.

101377, https://www.scopus.com/inward/record.uri?eid=2-s2.0-85205018456&doi=10.1016%2fj.

jsp.2024.101377&partnerID=40&md5=11d58ee0027b8771188742b6d1404d0d, cited by: 0