Inclusive practices in digital environments: the virtual classroom as a space for intercultural dialogue in recreation and Physical Education
DOI:
https://doi.org/10.47197/retos.v72.117464Keywords:
Digital inclusion, interculturality, Physical Education, recreation, virtual classroomAbstract
Introduction: Inclusive education in digital environments is presented as a global challenge, whose value lies in facilitating access and promoting equity in participation across diverse contexts.
Objective: To analyze how inclusive practices in digital environments, through the virtual classroom, foster intercultural dialogue in recreation and physical education contexts in Ecuador.
Methodology: The study was framed within a quantitative approach at a correlational level and included an exploratory component.
Results: The findings show that 78.5% of students and 85% of teachers stated that educational platforms such as Moodle, Google Classroom, and Microsoft Teams have a positive impact on the integration of inclusive digital tools in the virtual classroom.
Discussion: The results of this research reveal similarities with other studies confirming that the virtual classroom constitutes a suitable space for strengthening intercultural dialogue in the field of physical education and recreation.
Conclusions: The results showed that most participants perceived the virtual classroom as a resource that facilitated both academic interaction and the understanding of diverse cultural perspectives.
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