The integration of Information and Communication Technologies (ICT) into education has emerged as a defining feature of modern pedagogy, a trend that accelerated markedly in the aftermath of the COVID-19 pandemic. While ICT adoption has created new opportunities for teaching and learning, it has also revealed persistent challenges, particularly regarding equitable access and participation. Physical Education (PE), as a cornerstone of students’ holistic development, is no exception. Students with psychosocial barriers—such as anxiety, low self-esteem, social difficulties, and learning challenges—often face significant obstacles in engaging meaningfully in PE contexts. The forthcoming doctoral research, titled “ICT and Inclusion in Physical Education: Promoting the Social Integration of Students with Psychosocial Barriers in Primary Education”, seeks to explore how modern ICT can be mobilized to enhance inclusion within PE. The study will adopt a multi-level perspective, examining the role of educational software, online and blended learning, and immersive technologies (virtual and augmented reality) in creating adaptive, supportive, and socially interactive learning environments. A mixed-methods design will guide the empirical investigation, with quantitative data capturing PE teachers’ technology readiness and perceptions, and qualitative insights documenting the lived experiences of teachers and students. This research aspires to make both theoretical and practical contributions. Theoretically, it will extend current understandings of ICT as a vehicle for social inclusion in PE. Practically, it will inform the development of ICT-based pedagogical frameworks that serve as structural “bridges” to participation, motor skill acquisition, and social integration. By doing so, the project aims to provide evidence-based strategies that strengthen inclusivity and equity in primary education. Article visualizations:
Poulitsa et al. (Mon,) studied this question.