Challenges and Technological Inclusion in Higher Education of the 21st Century

Purpose: Examining progress and developments in education aimed at developing digital skills and addressing contemporary demands of society, a multifaceted and ever-changing landscape is envisaged. From various perspectives and standpoints, efforts are made to find answers for a diverse and globalised society, characterised by ongoing social changes and constantly evolving tensions. Methodology: The methodology of the article is grounded in the reflective qualitative method. Sánchez Silva (2005) defines it as follows: "The reflective tradition privileges values, norms, and creates behavior patterns that favor an analytical and critical attitude aimed at reviewing and evaluating ideas, assumptions, theories, and conventional methods" (p.116). Moreover, according to Edmund Husserl (cited by Menéndez, 2012), reflection is fundamental in phenomenology, analyzing experiences in an organized way as one of its main tasks Results and Conclusions: The findings reveal a global and national trend towards advancing technology and enhancing competitiveness in both academic and professional realms. This trend is reflected in the adoption of innovative strategies and the fostering of relevant skills in various educational and corporate contexts. Moreover, there is an increase in collaboration between educational institutions and businesses, promoting a more participatory and collaborative approach to education and professional development. These initiatives align with sustainable development goals as they aim to drive inclusive and sustainable economic growth, as well as foster equal opportunities and innovation across society. Implications: This research provides implications for educational and government policy to continue to strengthen inclusion policies in higher education. Originality/value: This research offers novelty by reflecting on how technological inclusion impacts higher education.