​Background

Digital screens are today an integrated part of everyday life in schools, and both Danish and international research indicate that screen use entails both potentials for learning, structure, and well-being as well as challenges such as digital distraction and overstimulation. Particularly in special and inclusive educational settings, screens are widely used – both as pedagogical tools and as assistive technologies – but with substantial variation in practice and without a shared didactic foundation.

There is a lack of knowledge about how screens are actually used in special schools, which pedagogical rationales guide their use, and how school staff experience the opportunities and challenges associated with screen use in relation to different student groups.

Objective

The objective is to map and analyze the experiences, considerations, and wishes of school staff in relation to screen use in Danish special schools, in order to strengthen pedagogical understanding and practice in this field.

Method

The project is based on qualitative interviews with school staff from Danish special schools representing different special educational target groups and organizational frameworks. The interviews focus on screen use in teaching, breaks, and leisure activities, as well as pedagogical rationales, challenges, and wishes for future practice.

Time frame

The pilot project will run from April 2025 through December 2026.