Connected Learning Environment (CLE) was pictured as a potent tool to implement inclusive education because it supports widened access to learning that is socially rooted. However, the fact that a series of events that warrant its usage have shown that different uninvestigated factors associated with learners may serve as a clog to its potential in fostering inclusive learning created an impetus for this study. An autoethnographic study was conducted, two experienced teachers from mainstream, integrated, and special schools were interviewed and the data collected were subjected to Interpretative Phenomenological Analysis. The result revealed that the holistic adoption of 4IR/5IR education technology may heighten the exclusion of learners of various categories due to socio-economic background, lack of learning support, and inherent intellectual disabilities among special students. Hence, the usage of 4IR/5IR education technology at the secondary level needs to be accommodated with more nuances as it tends to amplify educational exclusion.
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