Digital technologies play a significant role in supporting deep learning. The comprehensive psychological and neurological understanding of the executive function of attention is critical for teachers to move students from a surface learning stage to deeper engagement. This paper will provide insight into using digital technologies in inclusive education by introducing three essential reference frameworks, namely 4C, TPACK (Technological, Pedagogical, and Content Knowledge), and SAMR (Substitution, Augmentation, Modification, and Redefinition), while some digital tools (Padlet, bigbox, wordmint, answergarden, etc.) for fostering active engagement will be presented. The key importance will be placed on the neural network model created by Posner (alerting, orienting, and the executive control network) on which the experiment with 85 University students was based. A collaborative task created in Padlet to challenge their thinking aimed to be intrinsically motivating. During the process, their ability to selectively focus on the relevant information while filtering out distractions to complete tasks was tested. The research showed different engagement and attention levels of autistic (5%), ADHD (42%), diagnosed with mental illnesses (17%), and other students (36%). When challenging students to accomplish something difficult but achievable, it can lead to a state of full attention and deep engagement called the flow, coined by Csikszentmihalyi. By developing deep learning competencies, practicing inclusive teaching, and transformative pedagogy, we can bridge the differences and biases to be the change we want to see to create confident leaders of our future.