Under the umbrella of the Digital4All project, the International Hellenic University (IHU) team carried out a study to investigate the opportunities and challenges related to digital inclusion in Greek higher education. The IHU team started by conducting a desk research on the Greek current policies, identifying both best practices and challenges that higher education deal with in digital teaching and learning. Following the desk research, the team conducted focus group interview and an online survey with professionals working in higher education institutions. Eight participants attended the focus group interview that was held online, all of them working in higher education institutions in Greece, as professors, assistant professors, and scientific collaborators. The survey was completed by 43 professionals (academics, instructors/lecturers, PhD candidates, researchers, HE Leader) in Greece.

In agreement with the desk research, the digitalization of teaching is included in the goals of the national strategy for the digital transformation of Greece with the necessary actions and interventions expected to lead to the vision of Digital Greece. The field of education at all levels contributes significantly to the development of citizens digital skills. The use of digital tools in the educational community has skyrocketed during the covid-19 pandemic and continues to play a key role in the educational process. The pandemic era has contributed significantly to digital integration at all educational levels. However, the review of existing literature showed that the Greek students in higher education experience multiple challenges in using digital services. Limited access to resources and equipment, low digital skills of academics and students are some of the challenges. One of the key aspects of the existing national policies for digital inclusion in Greece higher education is the Digital Transformation Bible 2020-2025, which outlines strategies to disseminate digital skills. These efforts aim to equip individuals in higher education with the necessary digital competencies to thrive in a digitalized world. All in all, the desk research recognises the importance to support academics deal with plenty of barriers that prevent them from accessing digital resources.

The focus group interviews and the online survey corroborated the conclusions outlined in the desk research. Specifically, all participants in the focus group interview stated that they make an effort to stay informed about students’ needs in the context of their courses to promote equal educational conditions in online learning environments. This is in line with the findings from the online survey showing that respondents consider students’ diverse digital needs when designing courses. However, the participants of survey referred that there are several barriers encountered regarding the use of technology to facilitate inclusion in the class, such as limited access to digital technologies, unavailable hardware and software, students diverse backgrounds, socio-economic statuses, and varying levels of digital skills, as well as participants’ digital competence/lack. Similarly, views on using Al to promote inclusion are mostly neutral to positive. To overcome these barriers, all participants expressed that they need ongoing professional development to stay current with the latest technological tools and best practices for promoting digital inclusion and equity. Additionally, adequate access to modern hardware, software, and technical infrastructure is crucial for both teachers and students. It is highlighted that institutions should foster a digital mindset among both faculty and students, providing detailed instructions and rules for the use of digital tools.

In conclusion, while there are significant challenges to achieving equity and inclusion in digital learning environments, there are also considerable opportunities. Addressing these challenges through targeted training, improved resources, and supportive institutional policies can create a more inclusive and equitable educational experience for all students. The findings underscore the importance of continuous efforts and collaboration among educators, institutions, and policymakers to harness the potential of digital technologies in fostering inclusive education.