The Impact of ICT on Primary School Students’ Natural Science Learning in Support of Diversity: A Meta-Analysis

In recent years, studies analyzing how information and communication technologies (ICTs) contribute to the development of students with special educational needs (SENs) have gained interest. The proliferation of studies in this field has driven the creation of numerous digital resources that can be applied in science teaching. Therefore, this study aims to conduct a systematic review of the literature on the usefulness of ICT in teaching Natural Sciences in Primary Education to address diversity. The methodology used for this systematic review and meta-analysis followed PRISMA guidelines, drawing data from the Scopus and Web of Science databases. A total of three documents were analyzed. The results indicated a favorable effect for the experimental groups (I2 = 84; p = 0.002). These findings show that the use of ICT enhances participation and motivation among Primary School students with SENs in Natural Sciences. In conclusion, ICT positively influences learning in Natural Sciences by increasing motivation among Primary School students with SENs. This meta-analysis highlights the importance and positive impact of ICT on Natural Sciences learning in Primary Education, especially in support of student diversity. The reviewed evidence confirms that personalizing learning through adaptive systems, using methodologies based on individual learning styles, and employing innovative technologies significantly enhance academic performance, motivation, and student engagement. The effective use of ICTs for inclusion in primary school science relies on the design of instructional methods that link technology, emotions, and diversity.