Capacity Building of Teachers to Open and Accessible Learning Spaces

Numerous emerging challenges are currently manifesting within the educational landscape. These encompass issues such as the accessibility of students with disabilities to learning environments and resources, alongside a lack of essential competencies among teachers to use online learning environments effectively. This has highlighted the issue of capacity building and training of teachers to effectively utilize open, inclusive, and accessible learning environments that avail of the latest learning technologies. As such, inclusive ICT in education competency is highly required for teachers more than ever before. Students with disabilities encounter difficulties accessing learning resources and environments, severely impacting their motivation and engagement during the learning process. Various forms of impairments and disabilities can lead to these learning problems and difficulties for learners striving to access and utilize learning environments and educational resources. For example, learners with visual impairments experience difficulties accessing and understanding new adaptation processes, as well as utilizing technological opportunities. Similarly, learners with hearing impairments also experience difficulties in using sign language within those environments. Moreover, in multicultural contexts, students with special needs and their families encounter problems adapting to learning environments.

Apart from the lack of accessibility and usability of most existing learning environments, the fact that teachers are often unprepared to face new challenges relating to the effective use of inclusive ICT in education hinders many learners from attaining equitable access to high-quality education. As such, there is an intensified need to consider different examples of professional development in teachers through the use of ICT, to better enhance the education of students, both with and without disabilities. Therefore, given the background above, this issue will look at the innovative use of technologies to support learners with disabilities and ensure ICT practices within the specific educational practices of teachers.

UNESCO has outlined that 'Supporting personal access to information and knowledge', 'Supporting learning and teaching situations', 'Supporting personal communication and interaction', and 'Supporting access to educational administrative procedures' are key themes for understanding the practical sides of ICT in education for people with disabilities. Information and Communication Technologies (ICT) provide opportunities for the enrichment of learners with disabilities and education rights by ensuring social, cultural, and educational integration through both social inclusion and personal development. There is much research on how educational technologies affect the learning space of students, especially those with disabilities. Many studies are partial in looking only at teachers' capacity building for open, accessible learning spaces. As such, authors should look to submit papers relating to teaching and teacher education, technology and digital Education, and learning and instruction.