El papel de las tecnologías digitales en el avance de la calidad educativa para estudiantes con necesidades educativas especiales: un análisis de la educación superior

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.02.22

Palabras clave:

tecnologías digitales, educación superior inclusiva, tecnologías de la información y la comunicación (TIC), rendimiento educativo, estudiantes con necesidades educativas especiales (NEE), Unión Europea, análisis de chi-cuadrado, enfoque de métodos mixtos, accesibilidad, inclusión digital

Resumen

La integración funcional de la tecnología digital en la educación superior es clave para mejorar el acceso a los materiales de aprendizaje y apoyar la inclusión de estudiantes con necesidades educativas especiales (NEE). El objetivo de este artículo es reconocer las tecnologías digitales relevantes e identificar las brechas y barreras en el proceso educativo en las instituciones de educación superior (IES) de la Unión Europea (UE). La síntesis, sistematización y generalización de la literatura científica, para delinear las principales soluciones digitales en educación inclusiva y las barreras estructurales relacionadas, se realizó mediante métodos cualitativos. La parte cuantitativa se basa en cálculos de chi-cuadrado (χ²) y utiliza datos agregados de estadísticas oficiales para analizar patrones de distribución a lo largo de los ejes de tipo de discapacidad, nivel de logro educativo, edad y género. Encontramos evidencia de un efecto de estratificación en el logro educativo entre grupos con diferente gravedad de discapacidad, aunque con patrones específicos por edad y género. Sin embargo, debido a la naturaleza del análisis de datos agregados, los resultados deben considerarse descriptivos y no inferenciales, y no implican relaciones causales. Los hallazgos destacan el papel de las tecnologías digitales como elemento facilitador para brindar acceso y equidad a la educación superior a estudiantes con necesidades educativas especiales (NEE). No obstante, el impacto del acceso digital en los resultados sigue viéndose limitado por barreras y desafíos organizativos, infraestructurales y socioeconómicos, que deberán explorarse mediante enfoques empíricos más rigurosos.

Biografía del autor/a

Liudmyla Nikolenko, Oles Honchar Dnipro National University, Dnipro, Ukraine. 

Oles Honchar Dnipro National University, Associate Professor, Professor, Dnipro, Ukraine. 

Svitlana Kulbida, National Academy of Educational Sciences of Ukraine, Professor, Kyiv, Ukraine. 

Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Educational Sciences of Ukraine, Professor, Kyiv, Ukraine. 

Nataliia Pakhomova, Poltava V.G. Korolenko National Pedagogical University, Professor, Poltava, Ukraine. 

Educational and Research Institute of Special and Inclusive Education, Poltava V.G. Korolenko National Pedagogical University, Professor, Poltava, Ukraine. 

Olha Hubar, Poltava V. G. Korolenko National Pedagogical University, Associate Professor, Poltava, Ukraine. 

Educational and Research Institute of Special and Inclusive Education, Poltava V. G. Korolenko National Pedagogical University, Associate Professor, Poltava, Ukraine. 

Serhii Levsha, Poltava V.G. Korolenko National Pedagogical University, Poltava, Ukraine. 

Educational and Scientific Institute of Special and Inclusive Education, Poltava V.G. Korolenko National Pedagogical University, Poltava, Ukraine. 

Citas

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Publicado

2026-06-30

Cómo citar

Nikolenko, L., Kulbida, S., Pakhomova, N., Hubar, O., & Levsha, S. (2026). El papel de las tecnologías digitales en el avance de la calidad educativa para estudiantes con necesidades educativas especiales: un análisis de la educación superior. Revista Eduweb, 20(2), 378–396. https://doi.org/10.46502/issn.1856-7576/2026.20.02.22

Número

Vol. 20 Núm. 2 (2026)

Sección

Artículos

Licencia

Derechos de autor 2026 Liudmyla Nikolenko, Svitlana Kulbida, Nataliia Pakhomova, Olha Hubar, Serhii Levsha

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

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