In education, note-taking is an important learning skill that influences learning success. Nowadays, various ICT (information and communication technologies) such as laptops, tablet computers and note-taking apps allow students to take notes in many different forms. This can be particularly helpful for university students with specific learning difficulties, as ICT note-taking tools have the potential to support them in circumventing their specific learning difficulties, which can impact on note-taking and learning. However, the use of ICT as an assistive note-taking tool is highly dependent on students' choices. This pilot study examines the practices of using information and communication technologies (ICT) for note-taking among students at the Faculty of Education at the University of Ljubljana. The study involved 40 students without special educational needs and 20 students with specific learning difficulties. The data was collected using an online questionnaire. Based on the results, the study outlines the development of an assistive ICT tool for note-taking that takes into account the identified students’ practices and reported needs.

Ensuring equitable access to educational imagery for blind and visually impaired (BVI) learners is paramount, as traditional resources often rely on visual content. This paper explores how advanced computer vision tools can enhance image accessibility in three educational contexts: Whale Comparisons, Animal Fur Patterns, and Leaf Identification. We integrate Yolo-World, a zero-shot object detection model, with the Segment Anything Model (SAM) to detect, segment, and mask relevant objects. These outputs are converted into tactile representations through image simplification, outline extraction, and optional Canny edge detection.

A user study with seven BVI participants demonstrates that combining AI-generated textual descriptions and tactile outputs significantly improved comprehension of complex visual concepts, as reflected by the System Usability Scale (SUS) scores and scenario-specific questionnaire responses. Although the multimodal approach was well-received, one participant reported difficulties in independently navigating the system, highlighting the need for improved guidance and more intuitive interfaces. Our findings underscore the potential of AI-driven image processing for expanding educational opportunities and fostering greater independence among BVI learners.

Educational systems have long faced the challenge of designing learning environments that effectively address the considerable intra- and inter-individual variability among students. While contemporary educational paradigms advocate for the personalization of learning opportunities and the universality of learning contexts as fundamental principles, the structural foundations of most school systems remain rooted in the demands of a bygone era: the Industrial Age. A paradigmatic shift is therefore imperative to meet the evolving calls of contemporary society. Achieving this transformation requires a strategic investment in the development of teachers' professional competencies, a critical lever for pedagogical innovation, with technology playing an essential role in facilitating this transition.

In response to this need, the web-based platform *** was developed. Grounded in a comparative analysis of diverse models of differentiated instruction, the platform integrates these frameworks into a unified conceptual model. It is designed not only to support educators in the development of differentiated learning pathways but also to cultivate a deeper transformation in the cognitive processes underlying instructional design. The platform was implemented and evaluated over two academic years in teacher training programs. This study examines its effectiveness in fostering personalized learning and explores the barriers and facilitators influencing its practical application.

This paper describes the preliminary results of a single-case study of inclusive learning carried out through an education technology addressed to students with Attention Deficit and Hyperactivity Disorder (ADHD) in upper secondary schools. It was aimed at investigating how technology can contribute for reducing problematic behaviors, increasing attention, collaboration, as well as self-control in students with ADHD. Also, the study focused on the effect of learning coding through a specific education platform, including the acquisition of positive social and relational skills. The study methodology is based on naturalistic observations and reflections on qualitative data. Although the data collection is on-going, some interesting results emerged from the confrontations with teachers and students involved suggesting possible future trajectories of research on the use of education technology addressed to students with ADHD.

This research aims to investigate the implementation of digital device policies in Greek high schools through a secondary analysis of PISA 2022 data. It examines the extent of implementation of these policies, their relationship with school characteristics (e.g., community type, public/private status and the presence of students with educational disadvantage) and their impact on students' self-efficacy in digital skills and digital literacy. The research focuses in particular on the relationship between these policies and the outcomes of students facing educational disadvantage (low socio-economic level, migrant background). Therefore, the study aims to provide a comprehensive understanding of how digital device policies are linked to school contexts and learning outcomes within the Greek education system.

The Erasmus+ project “Empower: ME - I’m game!” aims to develop an educational digital game to enhance self-esteem in students aged 12-14 with Special Educational Needs, specifically with SLD, high functioning Autism, and ADHD, benefiting from digital technologies for improving socio-emotional development.The collaboration involves Italy, Germany, and Turkey, specifically University of Salento, educational institutions, and organizations in education, media, and game development. The University of Salento is a key reference due to Italy’s experience in school integration and inclusion. The Italian team researchers specialized in SEN has explored the concept of self-esteem in relation to pre-adolescent students and students with SEN and provided recommendations and guidelines for accessibility of the game like customizable interfaces with dyslexia-friendly fonts, dynamic and progressive feedback, adaptive difficulty levels, and progress tracking to support a tailored learning experience. The prototype will be developed in an intensive camp involving students, pedagogists, SEN teachers, and game developers. The game will be tested in Turkish and German schools, with a pre- and post-test phase to evaluate its effectiveness in improving self-esteem. This project highlights the potential of inclusive gaming and technology to overcome educational and social barriers, fostering innovative strategies to enhance self-efficacy and motivation in SEN students.