Inclusive education faces substantial challenges in the Ecuadorian context, particularly concerning accessibility and equitable participation. This article explores how the triad of Gamification, Co-design, and Augmented Reality can address educational inequality, enhancing the learning experience for students with diverse disabilities in the Design Program at the Universidad Israel in Ecuador. The purpose of this study is to design and evaluate pedagogical strategies incorporating Augmented Reality in instructional materials supported by biomimicry to promote 3D design learning. The methodology employed follows the principles of Design Thinking, facilitating an empathetic approach towards students by involving educators and experts in educational technology in the inclusivity process. A blend of qualitative and quantitative research methods was used: semi-structured interviews and focus groups to gather insights into student’s needs, surveys and experimental tests to measure the impact of the proposed solutions. Preliminary results indicate that the Gamification, Co-design, and Augmented Reality triad significantly increases engagement and participation among students with special needs, mainly those with learning difficulties. The implications of these findings suggest that implementing these technologies can transform inclusive education by creating more accessible and adaptable environments tailored to individual needs. This study advances the discourse on educational innovation in Ecuador by offering a strategic framework to guide future technological interventions.