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In the 21st century, universities are perceived as spaces that are exposed to social reality and its conflicts. They assume social responsibility which empowers them to respond, with almost certain success, to the demands placed on society, seeking equity and the promotion of justice and solidarity.
Students who gain access to university in present society are highly diverse, which increases the urgency with which pedagogy must be made inclusive for all. This will demand that teachers respond to individual differences in order to avoid the exclusion of certain students and will lay the foundation of a sustainable and inclusive university context in which all can learn as long as they are provided with the most suitable conditions for learning (Moriña, 2020). Indeed, many students have reported serious difficulties in terms of access to the Internet due to complex economic situations, either because they cannot afford computer equipment or because poor connectivity is inherent to their place of residence. The impact and presence of technological tools in university classrooms, student-centred teaching approaches, and the increasing presence of students traditionally unrepresented in university spaces, leads to the need to reconsider the role of teachers, underlining comprehensive lifelong training as a way of responding to this new educational reality.
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Escola Superior de Educação e Comunicação, Universidade do Algarve