The use of technology in higher education has been shown to have multiple learning benefits, providing great help to all students. However, more evidence is needed on the benefits of technology for inclusive higher education through the analysis of classroom practices. This study aimed to analyse the advantages and limitations identified by students, after their faculty members used emerging technologies from an integrative perspective after receiving training in this field. A qualitative evaluation of the impact of the teaching practice was carried out to analyse their experiences with emerging technologies and study their effects on the learning of 49 students. The data were gathered using focus groups. The data analysis was conducted through an inductive system of categories and codes. The results showed benefits derived from the use of technologies in the university classroom, such as the increase of motivation, participation and learning, educational inclusion, and a better relationship between faculty and students. The students also pointed out difficulties linked to the use of technology and made recommendations for improvement. This article then discusses the obtained results and compares them with those of previous studies. It concludes by highlighting the benefits and importance of faculty training in technologies to advance toward a more inclusive higher education.