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), considered an innovative model able to develop its own approach to digital education. The investigation is based on a mixed and sequential methodological design. A questionnaire was administered to a sample of 292 Amara Berri teachers, to collect data on their practices and perceptions. Subsequently, a discussion group was organized with 8 teachers, belonging to the same system, 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 (rho = .322, p < .001), 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. The Amara Berri model offers an example of sustainable pedagogy, giving ICT a meaningful role as a collaborative, creative, and inclusion-promoting tool. Findings offer valuable implications for the design of teacher training contexts that foster the integration of technology within a framework of truly inclusive education.