Promoting inclusive practices with emerging technologies in higher education: Faculty professional development through blended-learning

University institutions face the challenge of training faculty in inclusive digital skills to provide quality education for all. This paper presents a study that designed, developed, and evaluated a blended-learning training programme for faculty in Spain, focusing on emerging technologies from an inclusive perspective. A qualitative methodology was employed, incorporating a case study approach with semi-structured interviews conducted with faculty and focus groups with students. The study encompassed a diagnostic evaluation of faculty training needs and an evaluation of the programme's implementation, outcomes and impact. The results revealed that inclusive practices with technologies benefit the faculty and students involved and provide a replicable model for other universities. This study underlines the importance of online training in professional development, as it allows for essential learning opportunities in today's educational context.