Experiences and Challenges in the Implementation of Inclusive Education Through Technology: A Case Study Of Pratum School In Phasi Charoen District, Bangkok, Thailand

This qualitative study examined the experiences and challenges in implementing technology-assisted inclusive education among educators in selected Pratum Schools in Phasi Charoen District, Bangkok, Thailand. Using a qualitative case study approach, data were collected through interviews with 13 educators who had varying levels of teaching experience, subject specializations, and technological preparedness. Findings revealed that the majority of participants were novice teachers (53.8%, n=7), followed by mid-career educators (38.5%, n=5) and veteran teachers (7.7%, n=1), indicating a predominantly early-career workforce. In terms of subject specialization, 53.8% (n=7) taught English language courses, while 23.1% (n=3) specialized in Mathematics and Science and another 23.1% (n=3) served as multi-subject educators. Analysis of technological preparedness revealed that 46.1% (n=6) had formal technology training, 38.5% (n=5) had no formal training, and 15.4% (n=2) relied on informal or peer-mediated learning, highlighting disparities in digital readiness. Major challenges included unstable power supply, internet disruptions, outdated devices, language barriers in digital interfaces, classroom space limitations, and inadequate technical support. Socio-economic inequities also created “Digital Spectatorship,” wherein students without access to personal devices became passive observers rather than active participants in learning activities. Educators’ perceptions reflected a dominant theme of “Pragmatic Frustration,” demonstrating a strong belief in technology as an inclusive educational bridge while simultaneously experiencing difficulties due to insufficient institutional support. Despite these constraints, teachers demonstrated instructional resilience through practices such as personal resource subsidy, mediated facilitation, peer-assisted learning, and grouped-access strategies. Furthermore, technologies such as YouTube, Canva, Kahoot, Baamboozle, LINE, and Smart TVs emerged as preferred instructional tools due to their accessibility and adaptability. The study concludes that teachers function as the primary “Human Bridge” sustaining technology-assisted inclusion in under-resourced educational settings.