Abstract : The rapid expansion of technology in education has opened new pathways for inclusive learning, yet its potential remains undermined by persistent barriers. This paper critically analyzes the structural, pedagogical, institutional, and socio-economic challenges that restrict equitable access to digital learning environments for students with diverse needs. Technological barriers, including inadequate infrastructure, poor accessibility features, and high implementation costs, often exclude marginalized learners. Pedagogical barriers such as limited teacher preparedness, insufficient training in inclusive digital pedagogies, and resistance to change further widen learning gaps. Institutional barriers, including weak administrative support, policy inconsistencies, and lack of monitoring frameworks, reduce the effectiveness of inclusive practices. Social and economic barriers, such as the digital divide, affordability issues, and cultural mismatches, exacerbate exclusion in both rural and urban contexts. Through thematic categorization and critical evaluation, this paper highlights how these barriers intersect to reinforce inequalities rather than dismantle them. The analysis emphasizes that inclusive education through technology requires more than the provision of digital tools; it demands systemic reforms in capacity building, teacher training, policy design, and culturally responsive technology development. By offering insights into strategies for overcoming these barriers, the study underscores the need for a holistic, equity-driven approach to digital inclusion in education.
Keywords : Technology, Barriers, Inclusive Education, Educational System
Cite : Ganesh, K., & Salai, R. G. (2025). Barriers to Technology-Enabled Inclusive Education: A Critical Analysis (1st Ed., Pp. 15-26). Noble Science Press. Https://Noblesciencepress.Org/Chapter/Nspebaardamgp2025ch-02
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