From 6 to 8 May 2025, an online training course on digital inclusion for higher and adult education professionals in Belgium was hosted. Led by Sandra Troia, a European expert in digital education, the course welcomed 20 registered participants and provided an interactive and practical learning environment. Participants explored key issues such as inclusive e-learning, digital equity, accessible design, and the use of AI in teaching. Through scenario-based tasks, collaborative exercises, and live reflections, the sessions encouraged active participation and peer learning. The training also offered participants the opportunity to review their current practices and consider improvements in areas such as inclusive assessment and learning design.

This short course mirrored and complemented the broader Digital4All training programme, which was structured across five core modules delivered on a dedicated Moodle platform:

1. Digital Inclusion & Digital Equity

2. Using e-Learning Platforms for Inclusive Teaching

3. Design and Develop Inclusive Digital Content

4. AI Usage in Education and Learning

5. e-Learning Assessment Methods

Sandra’s facilitation of these modules was informed by real-world experience and strategic insight. For example, in Module 4, she led participants through a critical exploration of AI tools in education. Educators tested AI assistants in their own teaching contexts and reflected on the outcomes, assessing both their pedagogical potential and ethical implications, such as algorithmic bias, transparency, and student data privacy.

In another key activity from Module 1, participants explored the distinction between digital equity and digital inclusion using a custom-built GPT-based assistant. Under Sandra’s guidance, they framed these issues within the context of institutional policy, reflecting on how access to learning technologies and support mechanisms could be expanded in their own environments. Participants were encouraged to develop action plans or recommendations for promoting equitable access within their institutions.

Sandra consistently ensured that the training was both practical and critically reflective. In the accessibility-focused modules, participants reviewed and redesigned digital learning materials using specific tools. These hands-on activities were complemented by pedagogical discussions, allowing learners to understand not only how to improve accessibility but why such improvements were essential for inclusive teaching and learning.

Reflection remained central throughout. Participants engaged in asynchronous forum discussions to evaluate their own progress, exchange experiences, and assess the effectiveness of digital tools in real contexts. These forums served as spaces for genuine peer learning, where Sandra facilitated open dialogue and supported deeper critical engagement with topics such as Universal Design for Learning (UDL), the ethics of AI, and institutional change.

Across all activities—both in the structured online course and in the May 2025 training—Sandra’s facilitation followed a distinctive model: structured, participatory, and critically reflective. She encouraged participants to co-design inclusive learning experiences, connect technical skills with ethical reflection, and view digital tools not as ends in themselves but as means to achieve greater pedagogical equity. Whether discussing AI adoption, redesigning materials for multilingual learners, or exploring policy implications, she ensured that participants were consistently engaged in both the theoretical and practical aspects of digital inclusion.

Feedback from participants confirmed the strength of this model. Many reported increased confidence in using accessibility tools, a deeper awareness of equity issues in their institutions, and an enhanced ability to think critically about the role of technology in education. Importantly, many also noted a shift in mindset: from adopting digital tools as functional add-ons to embedding them strategically within inclusive pedagogical frameworks.