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Teaching Inclusive Technology Design through Design Thinking: An Educational Framework for Community and Special Needs Education in Support of the Sustainable Development Goals (SDGs)
), E.V. Trubacheev(2), V.V. Feshchenko(3), R.M. Khakimov(4),
(1) Moscow Polytechnic University; Russian State University of Social Technologies
(2) Russian State University of Social Technologies
(3) Russian State University of Social Technologies
(4) Russian State University of Social Technologies
Corresponding Author
Abstract
Inclusive education plays a critical role in achieving the Sustainable Development Goals (SDGs), particularly those related to quality education, decent work, and reduced inequalities. This study aims to develop an educational framework for teaching the synthesis of inclusive technologies through the design thinking approach within community and special needs education. Using a conceptual and analytical methodology, the study integrates the stages of design thinking with inclusive pedagogy to guide students and educators in designing technologies that accommodate diverse physical, social, and cognitive needs. The proposed framework emphasizes empathy, collaborative problem-solving, and learner-centered design to support social adaptation, employability, and community participation of persons with disabilities. The findings suggest that design thinking can function not only as an innovation method but also as an effective pedagogical strategy for advancing inclusive and special needs education. This approach contributes to the implementation of Sustainable Development Goals (SDGs) by strengthening inclusive learning environments and promoting sustainable community-based inclusion.
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