Empirical research continues to support the effectiveness of digital technologies as tools for differentiation, with modern applications capable of adapting to students’ individual preferences, learning styles, and academic abilities (Sandberg et al., 2022). This flexibility enhances accessibility, supports personalised learning pathways, and promotes more equitable learning outcomes (Stanford et al., 2010), aligning with key government policies at both state and national levels, including the Melbourne Declaration (Ministerial Council on Education, Employment Training and Youth Affairs, 2008) and the NSW Statement of Equity Principles (NSW Education Standards Authority, n.d.). The capacity of digital technologies to support diverse learning needs and foster inclusive classroom environments reflects these principles in practice, contributing to their widespread and growing adoption in schools across Australia (Haleem et al., 2022).

The inclusion of digital technologies in schools also aligns with the Australian Curriculum, Assessment and Reporting Authority’s (ACARA) aim to strategically foster active and informed citizens, as outlined in the General Capabilities statement (ACARA, 2018). This objective focuses on equipping students with the knowledge and skills required to live and work in a contemporary society shaped by rapidly evolving digital landscapes. The integration of digital technologies is essential to achieving this aim, as research highlights that the development of digital proficiency requires sustained, meaningful engagement with a variety of technologies from an early age (Thomson, 2015).

Educational authorities across Australia increasingly adopt constructivist pedagogical approaches to improve student learning outcomes and foster deeper engagement (Peters et al., 2003; Zajda, 2018). Digital technologies support the implementation of constructivist pedagogy by providing tools that enhance communication between teachers and students, facilitate collaboration, and adapt to meet individual learning needs. This adaptability reflects one of the core principles of constructivism: valuing the learner as an active, unique participant in the construction of knowledge (Bower, 2017). Through personalised feedback, differentiated content, and interactive platforms, technology reinforces the learner-centred nature of constructivist education (Isik, 2018).