DIGITAL INCLUSION IN SCHOOL COMPUTER SCIENCE AND MATHEMATICS EDUCATION UNDER EMERGENCY CONDITIONS

Resumo

The article is devoted to the study of digital inclusion in teaching mathematics and computer science to school students during emergency situations through the lens of a comparative pedagogical perspective. The purpose of this article is to conduct a comparative pedagogical analysis of approaches to digital inclusion in mathematics and computer science education under emergency conditions and to identify pedagogically sound directions for improving digital educational environments. The study sought to: analyse the conceptual foundations of digital inclusion in the context of teaching the exact sciences; identify criteria for assessing the inclusiveness of digital educational environments; conduct a comparative analysis of international experience in organising digital inclusion in mathematics and computer science education; examine Ukrainian practices aimed at ensuring the digital accessibility of educational resources; and substantiate directions for improving digital educational environments for teaching mathematics and computer science under emergency conditions. The article employs methods based on comparative pedagogy, which involves comparing educational approaches in different countries while taking into account sociocultural, regulatory, and technological factors. The research methods include comparative analysis of educational systems, content analysis of regulatory documents and digital platforms, as well as generalisation and pedagogical interpretation of international and Ukrainian experience. The research findings indicate that effective digital educational environments are grounded in the principles of Universal Design for Learning, multimodal presentation of educational content, and support for assistive technologies. The comparative analysis revealed successful national models of digital inclusion in Poland, Germany, the Czech Republic, the United Kingdom, and Estonia, characterised by the development of centralised educational platforms, compliance with web accessibility standards, and systematic support for refugee students. In the Ukrainian context, positive developments in the formation of a digital educational space have been identified, including platforms such as All-Ukrainian Online School, DistOsvita, IT-Book, IT Studios, among others, as well as the implementation of regulatory requirements for the inclusiveness of electronic textbook supplements. At the same time, the study identifies the need to develop a national digital inclusion strategy, advance adaptive educational environments, and enhance teachers’ digital competence in the field of inclusive online didactics. It is concluded that digital inclusion is a key prerequisite for ensuring educational continuity, equity, and learning effectiveness in mathematics and computer science education under emergency conditions. Effective digital educational environments should be grounded in the principles of Universal Design for Learning, multimodal representation of content, and systematic support of assistive technologies. Comparative analysis demonstrates that national digital platforms developed in Poland, Germany, the Czech Republic, the United Kingdom, and Estonia provide transferable models of inclusive digital education through centralized infrastructure, compliance with web accessibility standards, and targeted support for vulnerable learners, including refugees. In the Ukrainian context, despite significant progress in developing digital educational platforms and regulatory frameworks, further advancement requires a coherent national digital inclusion strategy, the development of adaptive learning environments, and continuous professional development of teachers in inclusive online didactics.

Dados da obra

Tipo

Artigo

Periódico

Alfred Nobel University Journal of Pedagogy and Psychology, v. 2, n. 30, p. 99-110

Editora

Alfred Nobel University

Ano

2025 (2025-12)

Idioma

de

Palavras-chave

digital inclusion; web accessibility; digital educational environments; mathematics and computer science education; emergency situations; comparative pedagogy; universal design for learning

Temas

Acessibilidade, Formação de Professores de Matemática, Inclusão, Tecnologias Digitais

DOI

10.32342/3041-2196-2025-2-30-8

ISSN

3041-2196, 3041-220X

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026