“RIGHT TO INCLUSIVE EDUCATION” (a. 24). FOSTERING EQUITABLE LEARNING ENVIRONMENTS AND BY WEAVING INNOVATIVE APPROACH TO DIDACTICS IN HIGHER EDUCATION
DOI:
https://doi.org/10.46827/ejse.v12i2.6556Keywords:
“Right to Inclusive Education” (a.24), inclusive education, e-tivities, equitable learning environments, blended learning, digital literacy, inclusive teacher, higher education, didacticsAbstract
This paper advances an applied framework for teachers’ professional development in higher education, with particular emphasis on inclusive teacher training. It contributes to the field of Inclusion and Education of All by establishing as its central ideological framework the principles that underpin the “Right to Inclusive Education” (CRPD/C/GC/4. a.24). In this context, e-tivities constitute a student-centered learning framework in Higher Education. They function as a structured pedagogical tool for initiating dialogue, facilitating knowledge sharing and promoting critical reflection. In this way, they support the development and implementation of applied objectives of Inclusive Education in Higher Education, in alignment with international policy frameworks. The following illustrates a practical application of e-tivity based frameworks within the context of inclusive education.
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