Inclusive and Sustainable Digital Innovation Within the Amara Berri System

The current debate on digital education is at a crossroads between the need for technological innovation and the growing concern about the impact of passive screen use. In this context, identifying sustainable pedagogical models that integrate Information and Communication Technologies (ICT) in a meaningful and inclusive way is an urgent need. This article presents a case study of the Amara Berri System (ABS), aiming to analyze how inclusive and sustainable digital innovation is operationalized within the system and whether teachers’ length of service is associated with the implementation and perceived impact of inclusive ICT practices. The investigation is based on a mixed-methods sequential design. A questionnaire was administered to a sample of 292 teachers to collect data on their practices and perceptions. Subsequently, a focus group with eight teachers was conducted to further explore the meaning of their practices. Quantitative results show that the implementation and positive evaluation of inclusive ICT practices correlate significantly with teachers’ seniority within the system, which suggests that the model is formative in itself. Qualitative analysis shows that ICTs are not an end in themselves within the ABS, but an empowering tool for the students. The “Audiovisual Media Room”, managed by students, functions as a space for social and creative production that gives technology a pedagogical purpose. The study concludes that the sustainability of digital innovation requires coherence with the pedagogical project. Findings offer valuable implications for the design of teacher training contexts that foster the integration of technology within a framework of truly inclusive education.