Inclusion is advocated because it prepares learners for their future line of work (e.g., Davies, 2011; Drent & Meelissen, 2008; EU, 2018) in a technology-driven world. Taking the swift development and spread of technology into consideration, it is quite rightfully hypothesised that new jobs will be created, existing jobs will be transformed, and revised, and certain jobs might disappear altogether (EU, 2018); thus, inclusion is necessary to nurture citizens that are ready for unforeseen changes that will most likely occur in the field of technology.

Through funded collaboration possibilities (EU, 2018; Karel et al., 2013; Selinger, 2001; Wentworth et al., 2008) and connectedness (EU, 2018; Karel et al., 2013), more diverse opportunities are created to access education (EU, 2018; Kler et al., 2013; Selinger, 2001). In the European Union, mobility programmes (physical as well as virtual) are also heavily invested in as such experiences contribute to building a common European identity. Communities and connectedness are desired competences of 21st century individuals on the job market, which has its washback effect on education especially because a major goal of education is to prepare citizens to become independent enough to support themselves in their future life.

ICT integrated classrooms are also recognised to be learner-centred because they facilitate classroom organisations that deviate from frontal delivery and looking at the teacher as the sole source of knowledge (e.g., Davies, 2011; Drent & Meelissen, 2008; EU, 2019; Karel et al., 2013). By making it possible to study in interactive digital environments especially when learners have the freedom to choose when and what to study flexibly, technology inclusion often seems to develop students’ self-directedness (Karel et al., 2013); that is, learners’ ability to alter their conduct in a way that it fits their specific learning needs (Zimmerman, 2000). In a society where access to knowledge and the spread of information is accelerated, developing learners’ critical thinking skills and media awareness (Karel et al., 2013; Selinger, 2001) is of vital importance. For example, news portals have limited time to publish recent news if they would like to be the first ones to do so, and if they want to generate much user interaction (through shares, likes, retweets, etc.), sometimes there is no time for thorough background checks. The individual, at the other end of this, would continuously like to access recent news, and in the information overload, they might come across the same news story reported with different biases. Ideally, explicit digital critical skills development can enable the individual to recognise fake news and biased information (Krekó, 2021).

Moreover, research into technology integration receives considerable funding (EU, 2018) because such empirical findings inform and trigger policy changes (EU, 2018; Fu, 2013; Harris, 2005; ICTLP, 2007; Kler et al., 2013). ICT is part of 21st century skills, and lifelong learning is widely promoted. Educational reforms and policy change can occur both top-down (e.g., policy to school levels) or bottom-up (e.g., demand for technological skills training from the individual to be integrated in policy changes), and funded empirical research informs these changes so that they are scientifically reasoned for as opposed to being implemented arbitrarily merely because of the spread of technology (Kozma, 2008; Benini & Murray, 2014).