Bridging digital divides: Transforming inclusive education through technology to advance sustainable development goals

This qualitative study examines the lived experiences of secondary school teachers in integrating information and communication technology (ICT) in inclusive classrooms within public sector schools in Punjab, Pakistan. Grounded in a constructivist paradigm and employing a phenomenological approach, data were collected through semi-structured interviews with eight purposively selected participants. Thematic analysis, facilitated by NVivo, revealed both the transformative potential of ICT in fostering inclusive practices and significant challenges related to infrastructure, accessibility, and professional training. The findings highlight the necessity for systematic institutional support and advocate for incorporating targeted ICT training modules within teacher education programs. It addresses the challenges identified, such as resource limitations and power outages, and calls for practical solutions, including investments in infrastructure and ongoing support for teachers. It contributes to the broader discourse on inclusive education and aligns with Sustainable Development Goal 4 by promoting equitable and quality education for all.