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This study seeks to analyse, through teachers' perceptions, the impact of the digital divide and the relationships of educational inclusion in the use of Information and Communication Technologies (ICT) in education. The study also aligns with Sustainable Development Goal 4 of the United Nations' 2030 Agenda, which promotes inclusive and quality education. A quantitative methodology was used, employing a specially designed and validated Likert scale to measure teachers' perceptions in three dimensions: perceptions of the digital divide's effects on teaching; perceptions of the inclusive use of technologies in the classroom and inclusive education practices in the classroom. Altogether, 790 primarylevel teachers from western Honduras participated. The results indicate that perceptions are limited on the digital divide's effects among the participating teachers. Likewise, differences were found in how older teachers perceive the inclusive integration of technologies in the classroom. Furthermore, the participating teachers primarily demonstrated a theoretical understanding of inclusive education practices. These findings indicate the existence of an improved awareness and practical understanding of technological integration and inclusive strategies in the educational context. [ABSTRACT FROM AUTHOR]