IMMERSIVE AND EVEN EDUCATIONAL TECHNOLOGIES: DIGITAL RESOURCES FOR ACCESSIBLE LEARNING

Abstract

Changes brought about by immersive technologies have displaced traditional forms of pedagogical interaction by introducing multisensory experiences that broaden student participation. These resources allow for the reorganization of presence, the redistribution of expressive possibilities, and the construction of pathways that engage with different ways of perceiving the world. In this context, understanding how immersive devices can strengthen inclusive practices becomes essential, especially when schools seek to guarantee equitable access for students with diverse needs. The objective of this study is to analyze how immersive digital environments support accessible learning and foster autonomy in complex educational situations. Bibliographic research guides this investigation by mapping productions that discuss accessibility, digital immersion, and inclusive practices, allowing us to follow conceptual transformations regarding sensory experiences, digital resources, and their relationship with learning mediated by multiple languages. The comparative analysis of this material highlights criteria, tensions, and possibilities that guide the pedagogical use of immersive technologies, contributing to an interpretation of how digital environments can broaden autonomy and reorganize formative dynamics in school contexts. The text organizes its discussions into two complementary movements: the first examines immersive environments and sensory experiences that expand accessible educational practices; the second analyzes digital mediations that support student autonomy and structure inclusive ways of configuring immersive resources in daily pedagogical practice.