New Technologies in Special Education Teacher Training

The processes of mediatisation and datafication, along with networking expansion, push educational institutions to develop transversal skills essential for both academic success and the formation of responsible, critical citizens. The integration of digital and hybrid tools, including generative artificial intelligence, into school and university teaching raises questions about both pedagogical practices and shifts in educational beliefs and models. Research shows that most teachers use interactive whiteboards, computers, and web-based tools to support traditional methods rather than fully exploiting their pedagogical potential. Instead, technology should mediate collaborative knowledge-building (Scardamalia & Bereiter, 2006) and foster essential future-oriented skills. This shift requires teachers to develop new skills, particularly anticipation and adaptation skills for future educational challenges (Rivoltella, 2014). The redesign of learning environments should be guided by equity, sustainability, and prosociality, creating multimodal and hybrid spaces that encourage dialogue, feedback, and knowledge integration. To achieve this, there is an urgent need to redefine teachers' professional capital, equipping them with advanced digital skills beyond technical proficiency. Teachers must acquire media literacy and a critical understanding of new digital languages (Basham et al., 2020; Rivoltella, 2020).