Digital tools that gamify learning – making it playful – can foster inclusive participation by accommodating diverse learning speeds and abilities. Gamification can encourage learning through play and may include peer learning and collaboration. The teacher at Jovan Dučić public primary school in Serbia acts mainly as a facilitator, providing strong planning and a clear structure that enable pupils to work more independently. Those who are less familiar with technology may need more time and support to complete the task. Reaching the objective gives students a strong sense of achievement and helps build their confidence.

Digital tools such as Genially and Wordwall are used to create engaging activities for themed days, quizzes, mazes, and escape rooms. Students are often more engaged in game-based formats, such as “Who Wants to Be a Millionaire?”, than in ordinary quizzes. The visual design, themes, and interactive features increase motivation, especially as pupils are already highly interested in games.

Gamification can increase engagement and motivation, as it makes learning activities more interactive and appealing for students (Oliveira et al., 2023). However, if not well designed, gamification may become repetitive or monotonous, potentially shifting learners’ focus away from the intended learning objectives. In these cases, gamified activities could be ineffective or even counterproductive to the learning process (Ananda, Rahmah, & Ramdhani, 2024). Therefore, game-based activities should carefully align with pedagogical objectives and learner characteristics in order to achieve meaningful learning outcomes.

Gamified digital tools such as Genially or Wordwall can be used to design structured, interactive activities that allow students to learn through play and collaboration. Especially at primary school level, gamification has the power to increase motivation and cultivate an inclusive environment as more students tend to be excited when play games. However, tasks should be planned for particular groups of students taking their needs into account so that they can participate according to their pace and ability.

The following steps can support the implementation of this approach in practice:

• Ensure that the selected technology and learning strategy is clearly linked to a learning objective.
• Consider how gamification can be used to support progress towards that objective.
• Use accessible digital tools, such as quizzes, mazes, or escape rooms, applications that you and students feel most comfortable using.
• Provide clear instructions. Some students may benefit from visual instructions (e.g. students with dyslexia) while others may need more detailed explanations to feel secure and confident during the activity (e.g. autistic students).
• Organise pupils in groups based on the dynamics of the classroom and assign clear roles when needed.
• End the activity with a short reflection on learning outcomes and teamwork. A short formative assessment quiz may help identify what worked well and what should be improved next time.
• Address the downsides of gamification, e.g. by covering the same topic in a non-gamified way, reducing the competitive aspect (e.g. collaborative gamification - working in teams, as a single team), ask students to reflect after a game on what they learnt.

The teacher at the Primary and Practical School U Trojice, Havlíčkův Brod in Czech Republic uses robotics to help children with spatial orientation, planning, and error correction. The introduction of Bee-Bot robots – bee-shaped programmable floor robots designed for young children ages 3-11 to learn sequencing, debugging, and logical reasoning – has provided an inclusive and developmentally supportive learning experience, particularly for students with difficulties in spatial orientation and fine motor skills. The teacher introduces basic movements such as “left” and “right,” enabling students to practise sequencing, planning, and error correction in an engaging and concrete way.

This practice is especially beneficial for students with intellectual disabilities. Children using the robots were astonished to discover that pressing an arrow button made the robot move forward. The robots were used to create stories and fairytale characters, and the teacher complemented these activities with digital tools such as Canva to support creativity and visual expression. Storytelling through robotics stimulates students’ imagination and helps them present their stories in a creative and engaging way.

The teacher combines technology with analogue activities, recognising that many students struggle with copying, transcription, and spatial orientation. They need opportunities to develop basic skills, including navigating a page and organising information on paper. The Bee Bots provide practice in spatial awareness, while fine motor exercises remain essential for strengthening hand–eye coordination. In this approach, technology functions as a parallel support system rather than a replacement, ensuring that cognitive, motor, and creative development are addressed in a balanced and inclusive manner. As a result, students respond positively to gamified learning and interactive digital activities, increasing their engagement during lessons.

Robotics can successfully be used for inclusive learning. Many types of activities and learning goals can be achieved through working with them. Using robotics helps create classroom experiences in which students with different abilities can participate meaningfully in the same activity.

Research shows that robots are especially effective in promoting hands-on learning, computational thinking, communication, social interaction, and motivation (Díaz-Boladeras, Claver i Díaz. & García-Sánchez, 2023). However, improved educational outcomes and engagement do not come from the robot alone, but from thoughtful educational design. When implementing activities with robots in the classroom accessibility measures should be taken. Depending on the robot available, software modifications, simplified and clear instructions, and visual prompts are essential, particularly for learners with sensory, motor, or complex support needs.

How to implement an inclusive robotics activity

Start with a needs assessment aiming to create an appropriate learning scenario and prepare the activity in a way that is accessible to all learners. Introduce the robot first in an unplugged way, so students can become familiar with it. Use materials already in the classroom or co-create new materials together with the students, strengthening ownership and participation. When using technology many things can go work and affect digital wellbeing in the classroom. Initialising the robot and preparing the materials in advance, setting a clear time frame for the activity, giving students the right to stop if they feel overwhelmed and anticipating possible difficulties can all help ensure a positive learning experience for all. Finally, continuous evaluation and regular student feedback are essential, especially when introducing new activities.

Robotics are a flexible pedagogical tool that, when combined with careful preparation and appropriate adaptations, can help classrooms become more participatory and inclusive for all learners.

Project-based learning can be inclusive when students can choose the topic and manage projects with the support of teachers and parents.

Munziger school in Switzerland uses project based learning to provide students with a high degree of autonomy as they share and discus ideas with teachers and parents. Students begin by brainstorming and developing an initial project idea, which they document in writing. They then use a ‘traffic light sheet’ to gather feedback:

• Green indicates that the project is well developed and feasible.
• Orange suggests that the idea has potential but requires further consideration or adaptations.
• Red marks projects that are not feasible, unsafe, too costly or inadequately developed.

Once an idea gets a green light, students, teachers, and parents sign a project contract, an agreement clarifies what the student will be working on during the project period. As the teacher at Munziger school explains, some students may request an ‘experiential week’, a hands-on experience outside the school connected to the theme of their project. This is allowed, but it has to be reviewed and planned between the school and the parents.

Projects vary widely according to students’ interests. One student built a surfboard and participated in external workshops to learn more about their construction. Another group produced a film using cameras and editing tools. Some students designed and built a pizza oven, while others created artistic or performance based projects, such as a choreographed dance piece.

Teachers and students use OneNote for documenting, planning, and reflecting throughout the project. They choose the tools they need depending on the nature of their project, sometimes digital, sometimes entirely analogue.

The way project-based learning is implemented at Munziger school cultivates an inclusive environment that respects students’ individual talents and interests. The development of a project contract also allows students to take the responsibility for their work and develop essential lifelong learning skills.

Project-based learning can be implemented as a year long activity or for shorter periods as an innovative pedagogy within individual subject areas. Thematic areas within subjects can be identified for students to work on, possibly as a final assessment of a lesson unit.

Project-based learning actively involves students in their learning and prepares them for the world beyond the classroom. It should empower all learners through autonomy, collaboration and reflection (Sormunen, et al., 2019). Following the steps below, teachers can make project-based learning accessible and inclusive for every student.

• Promote learner agency and access: Design activities that allow students to explore questions and make choices. It is important to give students the opportunity to choose a project topic based on the course objectives and their interests.
• Foster inclusive collaboration: Encouraging group-based learning and organising group members in advance helps establish clear dynamics among teams. For example, students on the autistic spectrum should work with classmates they feel comfortable with.
• Explain the concept: Provide structured guidance on project-based learning at the beginning of the activity, especially if for the first time. Consider using multimodal materials to present instructions for the activity and make them available to students who may need to revisit them.
• Embrace continuous feedback and reflection: Support students in planning and monitoring the progress of their work. Some students may be more independent while others will need additional support to take responsibility and build confidence. Based on the project timeline, teachers can allocate time for feedback and peer learning opportunities.
• Collect and respond to student feedback: At the end of the activity, provide students with a short questionnaire that gives them the opportunity to share their feedback on the project based learning experience. This will help improve the structure and process of future project based learning activities.

Reading is the key challenge at Griže Primary School in Slovenia. Each year, teachers notice a decline in reading fluency, comprehension and a reading culture. Many children do not enjoy reading or struggle with it, and this difficulty triggers a chain reaction of other issues: reduced focus, weaker listening skills, and difficulty following instructions.

The teacher uses short time slots for students to practise reading, writing and arithmetic during which they have to sit for ten minutes and concentrate. Increasingly, they find, many children cannot sustain this level of calm focus and seem to require constant stimulation.

Digital tools and assistive technology help teachers respond to these challenges. KOBI, an example of an assistive reading app designed for pupils with reading difficulties, is integrated into supplementary lessons, allowing students to adjust the background, font, or letter spacing to make reading more accessible. The application is also used for peer support and professional collaboration. Teachers and digital coordinators regularly exchange good practices, motivating and encouraging the more reluctant colleagues to try something new.

In addition, the teacher removes barriers to reading by offering flexible ways of accessing text through strategies such as paired reading, phonics practice, and building a strong reading culture within the classroom. To promote reading habits, the teacher initiated a reading club using Goodreads, an application with a large database of books, including Slovenian titles. The teacher created a virtual reading club, such as the Reading Club for Year 8, which pupils joined using their school email. Club members were given a book to read, and the teacher set milestones, for example, to read chapters 1 to 4 by the end of October. The teacher encouraged students to share impressions and ideas about the book, making reading more social and interactive.

Assistive tools and collaborative practices can enhance literacy skills for every learner. The OECD report, “21st-Century Readers: Developing Literacy Skills in a Digital World”, shows how text customisation, such as adjusting font, spacing, colour, or background, and assistive reading tools can significantly improve fluency and comprehension for learners with dyslexia or other reading difficulties.

Customising the visual presentation of text is one of the simplest yet most effective forms of assistive support for learners with reading difficulties. A range of easy-to-use methods and tools can support teachers in this process, for example:

• Choosing dyslexia-friendly fonts (e.g. OpenDyslexic, Lexend) and increased spacing between letters and lines. This reduces letter confusion and visual crowding. For example, some students confuse letters such as “b” and “d”. Increased spacing between letters and lines and easy to read fonts can help students distinguish letters.
• Having coloured backgrounds. There are colour combinations that support students when reading, notably yellow text on a blue background.
• Reading aloud and immersive readers. Tools such as Microsoft Immersive Reader or tablet based readers allow students to hear text, break words into syllables, and translate or explain words they don’t understand.

As well as these methods, collaborative practices and reading clubs make reading more entertaining and help students disconnect from screens. Teachers can use digital applications to create reading groups, set reading goals, and encourage peer discussion. For example, teachers can assign students a book to read and define the time frame for reading each chapter using the application. As a next step they can organise discussions allowing the students to discuss what they read and exchange ideas. In a final stage teachers can introduce a team project activity based on the book to bring language lessons to life.

Virtual Reality technology can provide sensory stimulation for students with moderate to severe disabilities, helping them relax and offering immersive experiences that are otherwise inaccessible.

Virtual Reality (VR) is a powerful tool to support children with moderate to severe disabilities as it allows them to explore environments they would not otherwise be able to access and stimulates senses in a controlled and supportive environment. For example, students can experience a virtual forest environment in VR, combined with the smell of the forest and the feeling of sitting on grass. In this way, their senses are stimulated and refined, and children who find traditional classroom settings stressful are able to relax. These experiences broaden students’ horizons while keeping them safe and comfortable, making VR a valuable tool for inclusive and experiential learning.

The use of Virtual Reality (VR) technology can improve learning by making lessons more immersive, interactive, and easier to understand, especially for students with disabilities who benefit from adaptive and controlled learning environments. Research indicates that VR can support deeper engagement, better retention of complex concepts, safe hands-on practice, and personalised learning experiences, while also offering important benefits in special education, such as practising social, cognitive, and motor skills at an individual pace (Analyti et al., 2024).

Teachers wishing to organise activities with VR equipment should first invest time in experimenting with the technology. A step-by-step approach to VR experimentation in the classroom could include the following:

• Start with accessible VR tools, such as Google Arts & Culture, exploring their basic functions.
• Define clear learning objectives and expected outcomes before introducing VR to students. Objectives should relate to the curriculum and topics should be identified where VR can support students’ needs.
• Focus on the specific skill VR will help students to improve.
• Prepare students before the session by explaining the task and expected outcomes, keeping the first VR experience short and structured to avoid overload or discomfort.
• Observe students closely during the activity, offering guidance and adjustments when needed.
• Discuss the experience afterwards and evaluate both learning progress and students’ reactions.

An example of VR in a history lesson would be a virtual visit, allowing students to explore locations such as ancient cities or archaeological ruins in an immersive way. Students can visit the Colosseum and the Pantheon in Rome through VR and compare them with the Acropolis in Athens, helping them understand the different historical periods and how these are reflected in architectural styles. Other possibilities are showing laboratories or enabling virtual meetings with famous personalities.

Although VR offers opportunities, its limitations should be considered. It relies on expensive equipment, and it needs to be accompanied by appropriate professional development and accessible learning materials aligned with the curriculum. Ensuring equitable access for every learner is also challenging as not all schools have such equipment.