How can technology and mentoring make schooling more inclusive?

A group of students, teachers and tutors took part in the EdTech Mentor project, an initiative that blends digital tools, mentorship and service‑learning to improve STEM education. Through in‑depth interviews and participatory videos, researchers gathered lived experiences from often disadvantaged school settings. The findings reveal that digital technologies boosted interest, creativity and confidence among students and teachers, turning lessons into interactive labs. Yet challenges persist: slow internet, lack of suitable devices and low digital literacy hinder effective use. In this context, mentors proved crucial. Beyond technical help, they offered emotional encouragement, especially in isolated schools, reducing professional loneliness. The project also strengthened community feeling, creating collaborative learning spaces where students and teachers exchange ideas and solutions. In short, combining EdTech, mentorship and community can make education fairer, but adequate infrastructure and ongoing training for all participants are essential.

The interpretative phenomenological analysis (IPA) used in the study allows a deep exploration of participants' subjective perceptions, moving beyond traditional quantitative data. This qualitative approach identified three main themes: digital empowerment, infrastructural barriers, and the role of mentorship. Digital{ empowerment emerges when (Note: content truncated due to length constraints.)