Abstract
The resort to distance (digital) learning, forced by the pandemic, has shed light on the urgence of laying the foundations of a digital inclusive education. Accordingly, this has now become a top priority in national and international agendas. The Erasmus+ project DigIn addresses this need by focusing on the development of teachers’ competences both in the field of digital and inclusive education. The current paper thus reports on some of the main project outcomes, namely: (1) the Italian results of the SELFIE Study, a survey evaluating school digital development and inclusive practices (as perceived by the teachers, students and school principals of 5 Comprehensive Institutes); and (2) the thematic analysis of 5 examples of good practices (provided voluntarily by as many teachers) on the use of digital technology to foster inclusive processes in class (i.e., to enhance learning and participation of students with and without Special Educational Needs).