Inclusive classrooms in the digital age: A survey-based empirical study of technology-driven teaching in higher education

Volume 2, Issue 1 (Feb-May)

Authors: Vanishree G.M. and Dr. Buvaneshwari P.

DOI: https://doi.org/10.64848/WMJ.2.1.2026.57-62

Page No: 57-62

Keywords: Inclusive education, Technology-enhanced learning, Higher education, Student engagement, Digital inclusion

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Abstract

The rapid digital transformation of higher education has intensified discussions on inclusivity and equity in technology-enabled classrooms. This survey-based empirical study examines the influence of technology-driven teaching methodologies on student engagement and inclusive practices in a higher education institution. A quantitative descriptive and inferential research design was adopted. Data were collected from 100 students and 50 faculty members using structured multi-item Likert-scale questionnaires. Reliability was tested using Cronbach’s alpha and hypotheses were examined using the Wilcoxon Signed-Rank Test. The results revealed statistically significant positive perceptions among students (Median=4.00, p<0.0001) regarding engagement through digital tools. Teachers also demonstrated significantly positive attitudes toward inclusive digital teaching practices (Median=4.00, p<0.0001). Cronbach’s alpha values indicated strong internal consistency (α=0.84 for students; α=0.81 for teachers). The findings provide robust empirical evidence that technology enhances engagement and inclusivity when supported by teacher competence and institutional infrastructure.