Dialectics of Inclusion in Physical Education: A Neutrosophic N- Alectic Approach to the Creation and Communication of Digital Content

Abstract

This is how digital creations can foster inclusion in physical education, one of the more applicable and challenging aspects of today's diverse school realities. This study is significant, considering that we live in a digital world that requires the balance of such creations to promote equitable environments for increasingly functional, diverse school populations. While previous studies focused on inclusion in the physical education arena at school, none have studied the field based upon the uncertainties and discrepancies associated with communication and pedagogical endeavors, let alone from a digital perspective. Thus, the gap in the research is filled by the Neutrosophic N- Alectic approach, combining neutrosophic logic with dialectic studies to formulate an inclusion model versus access versus digital creation intent. The qualitative research effort through the content analysis of digital creations and educator interviews suggests that the most effective creation comes from an equilibrium between communicative sentiment and pedagogical effectiveness. This demonstrates that the N-Alectic approach can practically and theoretically articulate the realities of inclusion. Therefore, ethically, it champions the intent of accessibility by creators, teacher-reinforced training, and an educationally integrated policy. Ultimately, this study contributes to the existing body of knowledge surrounding inclusivity within physical education by championing equity and inclusivity through participation and access to digital educational communication as the ethically purposeful springboard.