This study examines the transformative effects of gamification and active learning strategies in inclusive education, with a specific focus on students with disabilities. The objective was to explore how these methodologies can improve participation, motivation, and accessibility in post-pandemic educational contexts, where virtuality has become more relevant. A descriptive methodological approach was employed, consisting of three phases: data collection through surveys, analysis of results using descriptive statistics, and comparison with previous studies. The population consisted of 111 Ecuadorian teachers from different educational levels. The findings indicate that teachers between the ages of 31 and 35 are most likely to implement gamification, particularly in virtual environments. Barriers such as poor training and technological limitations were identified. It was concluded that gamification is an effective pedagogical tool for promoting inclusion, provided it receives institutional support and is tailored to individual needs. These results support the need to promote educational policies that strengthen teaching innovation in favor of a more equitable education. The findings should be interpreted with caution, as the study relied on a single-country sample of Ecuadorian teachers, which restricts the generalizability of results. Nevertheless, the outcomes suggest promising directions for future research, particularly through the application of multivariate analyses and longitudinal intervention studies to assess the sustained effects of gamification on inclusive education.
Rosero et al. (Sat,) studied this question.