This study explores how students, teachers, and mentors participating in the EdTech Mentor Project experienced the integration of digital tools within inclusive, service-learning-based STEM education. Drawing on Interpretative Phenomenological Analysis (IPA), the research employed semi-structured interviews and participatory video to capture the lived experiences, perceptions, and challenges faced by participants across diverse and often underserved educational contexts. The findings reveal that digital tools empowered both students and teachers by fostering engagement, creativity, and a sense of agency. However, significant barriers were also identified, including limited internet connectivity, lack of technical infrastructure, and digital literacy gaps. Mentorship emerged as a crucial support mechanism, offering both technical guidance and emotional encouragement, especially in remote or isolated settings. Moreover, the project played a vital role in building community and reducing feelings of professional and academic isolation, particularly through collaborative learning environments facilitated by mentors. This research contributes nuanced insights into the intersection of technology, inclusion, and community-based learning in STEM education. It highlights the importance of equitable access, sustained mentorship, and participatory practices in ensuring that EdTech initiatives are not only innovative but also inclusive and empowering for all involved stakeholders.
Cristina Tripon (Tue,) studied this question.