Cultural heritage, understood as the set of tangible and intangible assets that reflect shared history and values, holds strategic educational significance. Its intrinsic flexibility allows it to adapt to training needs and individual specificities, making it an important tool for inclusive teaching. The educational value of heritage has been a focus of particular attention in projects promoted by UNESCO, such as Dive into Heritage or Erasmus+, in which cultural heritage education has been adopted as a means to foster accessibility, the appreciation of differences, and cultural, social, and educational inclusion. This approach aligns with the principles of the 2005 Faro Convention, recently ratified by the Italian Parliament, which recognizes the right to culture as a common good, promoting new ways to enhance its accessibility. In this regard, the Italian National Committee of the International Council of Museums (ICOM) and UNESCO projects acknowledge emerging technologies—such as Augmented Reality (AR), Virtual Reality (VR), and digital platforms—as one of the most effective means for heritage education. Recent international initiatives highlight the effectiveness of digital tools in teaching, from 3D modeling of historical and artistic artifacts to Virtual Reality, integrated according to the principles of Universal Design for Learning (UDL). These approaches promote inclusive cultural access, extended to all students, and not limited exclusively to those with disabilities or special educational needs.

Based on these premises, a scoping review was conducted following the methodological criteria of the PRISMA-ScR Checklist, examining five databases and search engines, aimed at designing a project to identify the most effective and efficient technological implementation strategies in museum education concerning the cultural enhancement of school contexts. The main objective of this work was to examine the adoption of emerging technologies—Virtual Reality, Augmented Reality, and digital platforms—in cultural heritage education pathways within school settings, with a specific focus on their use to support and promote inclusive teaching practices.

The preliminary analysis identified 247 relevant articles, which were then subjected to a full evaluation. This screening process led to the selection of 2 scientific contributions deemed suitable for data extraction and inclusion in the summary table, as per the PRISMA-ScR protocol.

The two selected studies reveal how digital tools (platforms, multimedia e-books) and low-tech technologies can promote engagement and help overcome linguistic, cognitive, and socio-cultural barriers in diverse school settings. However, the integration between inclusive approaches and the advanced use of technologies in heritage education remains limited, making it important to further explore this area through evidence-based research to foster more equitable, accessible, and culturally inclusive learning environments.

Keywords: Heritage Education, Inclusive Teaching, Digital Technologies.