Ensuring resilience is a horizontal task that extends through all levels of the education system. Policy can establish conducive framework conditions and protective factors that make educational organisations more resilient.

Digitalisation and inclusion are, however, considered separate topics in the early education levels, which causes difficulties.

Teachers still lack digital competences. Initial teacher education and continuing professional development must continuously address this. The ability to use digital technologies, media education and assistive technology is important, but so is the ability to select digital learning content and design inclusive learning environments addressing individual learners’ preferences, competences or skills.

Within education, both policy and practice must address the following central aspects for learners:

However, interdisciplinary teams and/or research groups must develop the necessary infrastructures and innovative technologies for inclusive digital learning. These groups should comprise educators, information technology experts and learners, including those vulnerable to exclusion.

Policy-making and practice must seriously consider the ethical implications of using artificial intelligence and other new technologies in education, particularly in inclusive settings. Policy must ensure ethical use of new technologies and protect all learners from the digital divide.

A user-centred approach to technology design that embraces universal design can avoid drawbacks like poor usability, high costs or a lack of information technology support. 

Technologies like artificial intelligence (AI), virtual and augmented reality may considerably influence inclusive digital education in the future. Therefore, research into their use, effectiveness, accessibility, benefits and risks is important. AI technology’s personalisation and adaptation opportunities may be key to achieve a universal design and use for educational tools.