This study explores the perceptions, experiences and challenges of schools located in disadvantaged areas regarding the integration of digital technologies in their functioning. Through eight case studies, in which principals, teachers and students were involved, we identified the main challenges that these schools face every day, which were grouped into three areas: a) breaking the hidden digital divide, b) teacher training for culturally responsive teaching, and c) use of technology as a bridge between home and schools. The results show that, in order to prevent digitalisation from increasing the existing divide among schools of different socioeconomic and cultural levels, it is necessary to design inclusive policies for educational digital transformation that take into account the particularities and voices of these schools.
Keywords: Digital inequality · Inclusive education · ICT education · Low-income contexts ·Qualitative research
PRISMA: https://prisma.us.es/publicacion/260938
Castaño-Muñoz, J., Moreno-Morilla, C., Reina-Parrado, M., & Lopez-Cobo, I. (2025). Unheard voices: Identifying aspects for an inclusive digital education through the lens of low-income contexts schools. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13490-z