The COVID-19 pandemic has had a significant impact on classrooms in Latin America, especially in Chile, where the prolonged suspension of classes has resulted in learning losses, mental health issues, and student students' disinterest in education, especially in more disadvantaged sectors. This study focuses on addressing these challenges by employing strategies aimed at reactivating post-pandemic education among students in hospital classrooms, belonging to a historically marginalized sector in Chile.

With the aim of enhancing interest in the natural sciences, two didactic modules with environmental robotics were co-designed with our students from hospital classrooms. Thirty-one students, aged between 12-17, who attend classes at the hospital, participated in the study. Surveys were used to measure students' initial personal interest, while the Experience Sampling Method assessed situational interest during the implementation of the modules.

A Multilevel Analysis revealed that factors such as gender, group work, and the use of conventional teaching methods, such as writing and calculations, had a negative impact on students' interest. Conversely, the incorporation of scientific practices, such as asking questions and interpreting data, positively contributed to increased student interest.

This study provides evidence on pedagogical strategies with technologies that may be more effective in increasing interest in hospital classrooms.

This paper reviews a decade of efforts to enhance inclusive education through ICT, highlighting significant progress in supporting master students with various challenges.

Methodology
The methodology encompasses case study research on three specific study programmes , illustrating how ICT integration supports inclusive education. The studies cover providing digital resources in management accounting, offering online language training, and facilitating hybrid teaching and online collaboration for students facing barriers like long-term illness.

Results
Results indicate the effectiveness of ICT tools and strategies in enhancing student satisfaction and learning outcomes. For instance, the management accounting course showed that ICT implementation positively impacts workload distribution and student satisfaction. Moreover, language support for non-German speakers and customized IT support for students with health issues or disabilities highlight the adaptability of ICT in meeting diverse needs.

The paper concludes that the adaptive use of various ICT tools is both possible and necessary to support students with special needs, addressing the growing heterogeneity among students. The lessons learned from these case studies underscore the potential of ICT in fostering an inclusive educational environment that accommodates individual challenges and preferences.

This study examines a pedagogical model devised by a Center associate to the Italian AT Network GLIC, designed to enhance inclusive education through the deployment of Assistive Technologies (AT). Centered around an innovative support framework for teachers, this model operates as an in-situ informational and training desk in the Campania region, aiming to foster inclusive educational environments. By integrating technological aids and didactic supports tailored for students with disabilities and special educational needs, the initiative seeks to address the accessibility challenges within the traditional educational landscape.

Anchored by the national "Sussidi" Grant since the 2017-18, this initiative has facilitated the provision of assistive technologies, aids, and teaching supports to state public schools. The research underscores a preliminary evaluation of the service's outcomes by analyzing aid requests from teachers of Salerno province who have applied for the grant.

The interdisciplinary team center’s efforts have contributed to promoting inclusive and accessible educational content. Empirical evidence from the last three grant cycles illustrates the positive impact of these educational interventions, substantiating the crucial role of AT in fostering an inclusive learning environment. This study highlights the increased specialization in requested assistive technologies, underscoring the evolving needs within inclusive education frameworks.

In the 21^st century the digital skills and competencies seem to be a fundamental requirement for many employees. It can be said that willingness to use digital technologies is not very common among therapists or psychologists. Those professionals are perceived as employees with non-digital approaches. However, the global pandemia changed the way doctors, nurses, therapists or psychologists have worked. This is why, it should be underlined that the process of training psychology students should be changed. Generally, they are expected to identify mental problems among their would be patients or clients, while they also ought to break down any technological barriers to improve digital inclusion. As a result, in the context of the academic syllabus, psychology students should have better digital literacy skills enabling them to recognize digital accessibility barriers e.g. found in digital documents. The need for training and education in digital accessibility has increased significantly for some time, which was the reason of modification of the syllabus framework.

This paper aims to explore the effectiveness students study how to design accessible digital documents so as to merge their skills and accessibility issues. A set of proposed changes to ensure the syllabi would cover accessibility issues was implemented in October 2022. To gather full-time and part-time students` feedback on proposed changes, a questionnaire was organized from January 2023 to February 2024.