The Intertwining of Inclusive and Digital Learning: A Scoping Review on Digital Learning in Inclusive Science Education

This paper explores emerging trends in digitally supported inclusive science education, with a particular focus on inquiry-based learning. Drawing on UNESCO’s (2001, 2017, 2020) definition of inclusive education and the Framework for Inclusive Science Education (Brauns & Abels, 2020), we reviewed the current state of knowledge on digital learning in inclusive science contexts. Our aim was to lay the groundwork for future research on fostering inclusive inquiry-based learning through digital materials. Whereas subsequent publications will address our research project more broadly, this paper presents the findings of an initial scoping review. We systematically analyzed the literature from the past decade to map and synthesize evidence on the use of digital learning tools in inclusive science education at the primary school level. Three key trends emerged: (a) research on digitally supported inclusive science education has predominantly focused on gifted students, rather than on those with special educational needs; (b) certain teacher training programs aimed at integrating digital media into inclusive science education have shown promising results; and (c) teachers face significant challenges, particularly in their ability to engage all students with digital materials in inquiry-based science teaching. We discuss these findings in detail to provide starting points for future research on the role of digital tools in inclusive science education.