Estimating Vulnerability in Promoting Inclusive Education in the Philippines

Past research has indicated that teachers' attitudes, teaching-efficacy and concerns have a direct impact on their competence in the classroom and in students' achievements. Studies have identified that pre-service teacher education is the most appropriate time to prepare teachers with positive attitudes and high teaching-efficacy about inclusive education (IE). This research project aimed to understand pre-service teachers’ preparedness for IE in Bangladesh through exploring their attitudes towards, teaching-efficacy for and concerns about IE. The study was conducted in two phases. In Phase 1, a survey and semi-structured interview schedules were employed. A three-part survey questionnaire was used with 1,623 pre-service teachers that included a questionnaire for demographic information, the Sentiments, Attitudes, Concerns regarding IE (SACIE) scale for measuring attitudes and concerns and the Teacher Efficacy for Inclusive Practices (TEIP) scale for measuring teaching-efficacy of pre-service teachers. By applying a multiple regression analysis, it was found that variables such as length of training, gender, interaction with persons with disabilities, knowledge about local legislation and level of training involved had significant relationships with participants’ attitudes, teaching-efficacy and concerns. In addition, pre-service teachers’ teaching-efficacy was found to be positively correlated to their attitudes and negatively correlated with their concerns about IE. In Phase 1 of the study, semi-structured interviews were conducted with 22 institutional heads (IHs) of higher education, pre-service teacher education institutions to explore their beliefs and opinions about IE. Thematic analysis of the interviews indicated that some IHs conceptualised IE using a ‘medical-model’ of diagnosis and normative development and believed that IE was not suitable for children with a severe disability. Challenges were identified under four themes: attitudinal beliefs, academic challenges, challenges in practicum and challenges for beginning teachers. Interviewees further identified some useful strategies to address those challenges such as curriculum reform, emphasising more practicum opportunities than theories, human resource development, resource support and more empowerment of IHs to implement inclusion. The Phase 1 survey findings of the study indicated that the relationships of three variables, i.e. level of training involved, gender and length of training, with participants’ attitudes and teaching-efficacy were in sharp contrast to previous research. For example, Bangladeshi secondary level, pre-service teachers showed more positive attitudes and higher teaching-efficacy than their primary level counterparts: Bangladeshi pre-service teachers enrolled in a 1-year program showed higher teaching-efficacy than those who were in a 4-year program. Also, female pre-service teachers in Bangladesh had more positive attitudes but lower teaching-efficacy than their male counterparts. In order to further understand those inconsistent results, the Phase 2 study was designed, employing semi-structured interviews with 6 IHs. Thematic analysis of the interviews done in Phase 2 indicated that possible reasons behind the findings that appear to be in sharp contrast with those from previous international research. The differences in these findings are possibly explained by a number of curriculum, teacher-related and contextual variables. Based on the findings of the two phases of this study, a number of recommendations are made for policy makers, teacher educators and others engaged in inclusive education reform. The study investigated how socio-cultural contexts may have impacted background variables to predict pre-service teachers’ preparedness for IE. Several curriculum reform issues were identified: one significant finding was that it was the quality of the teacher education program that contributed to teacher preparedness for IE, rather than the length of the program. The study draws attention to the need for further research to investigate socio-cultural influences on variables such as gender and grade level of teaching to understand pre-service teachers’ preparedness for IE. Further research could explore the longitudinal effects of pre-service teachers’ readiness for IE through observing their classroom practices as regular teachers. In addition, further analysis could validate the scales employed in this study for the Bangladesh context.

Over the last three decades, there has been a policy shift towards Inclusive Education (IE) across the world. This has led to reform initiatives aimed at access and equity for all students within regular classrooms, irrespective of children’s individual differences on the basis of abilities, disabilities or any conditions due to their socio-economic or cultural background. Like many developing countries, Bangladesh has commenced IE reform to educate all school-aged children in its regular education system, particularly those who have been traditionally excluded (e.g., children with disabilities, those with social/economic disadvantage and those from ethnic minorities). Whilst enrolment of children with disabilities in regular schools has increased in Bangladesh, the majority of the 1.6 million children with disabilities remain out of school. Past research indicates that the negative attitude of teachers is one of the significant barriers impeding the implementation of IE policies. Building upon previous research, this project sought to understand in-service teachers’ attitudes towards enacting IE by using the Theory of Planned Behaviour (TPB) as the key conceptual framework. Use of this framework was considered critical for this research as it not only allows us to explore educators’ attitudes but also to better understand other key constructs that may have a direct influence on attitudes and, ultimately, upon the behavioural intentions of teachers. Two key constructs potentially influencing behavioural intention conceptualised for this research were perceived teaching efficacy beliefs and perception of support available for inclusion of students with disabilities in regular classrooms. An investigation was made into what background variables could influence the key constructs of TPB (i.e. attitudes, perceived teaching efficacy, and behavioural intentions). More specifically, the major aims of the research were to examine the influence of teachers’ attitudes towards inclusion of students with disabilities in regular classrooms, teacher efficacy to undertake inclusive practices in classes, and their perceptions of school support for such practices, on their intentions to include students with disabilities in their classes. The study also investigated the influences of demographic variables and of perceived school support for IE on teachers’ attitudes and teacher efficacy, assessing the levels of the major variables and the influential dynamics. This study employed both survey questionnaires and focus group interviews. A total of 738 in-service teachers from government primary schools in Bangladesh’s Dhaka division completed a survey and 22 in-service teachers participated in focus group interviews. Key findings of the research revealed that teacher attitudes, teacher efficacy and perceived school support were significant predictors that explained 40% of the variance in teachers’ intentions to include students with disabilities in their classes. Teachers’ attitudes towards inclusion rated close to neutral, perceived school support was distinctly negative, teacher efficacy was moderately positive, and teachers’ intentions to include students with disabilities was slightly lower than ‘somewhat positive’ towards inclusion. Perceived school support was consistently a powerful predictor across the variables (i.e., teachers’ intentions, teacher attitudes, and teacher efficacy). Specific demographic variables were also identified as important predictors of teachers’ attitudes and their perceived teacher efficacy. Thematic analysis of the interview data found teachers’ intentions put them in a quandary – they were simultaneously sceptical about the success of full inclusion, yet supportive of inclusion from social and professional perspectives. The interviews also identified salient institutional and environmental factors behind the teachers’ intentions. The study documented areas for further research (e.g., context specificity, factors behind attitude status and effectiveness of training strategies) as well as offered specific recommendations for educational policy makers and teacher educators (e.g., building training programmes for the teachers that address IE requirements). As teachers’ behaviour in the classroom is critical to the successful implementation of IE reform, it is imperative that a thorough understanding of the influences and motivators is attained. This study offers a contribution towards such an understanding with its findings that elucidate the impact of and relationships between the investigated variables.

People with special needs have sometimes been excluded from the higher and tertiary education system simply because the system does not have structures and mechanisms in place to address the needs of their situations in most developing countries. In Zimbabwe, the Ministry of Higher and Tertiary Education came up with a strategic plan 2011-2015 which states ‘’Enhancing the tertiary education and training of learners with special needs .’’ The strategic plan proposes to focus on addressing the needs of those with special needs for example physically challenged. This would be in terms of providing user friendly human capital resources, facilities and specialized equipment. The Southern African Development Committee protocol on education and training highlights that all nations must provide enabling structures, systems and learning methodologies that meet all learners’ needs irrespective of race, colour or creed. There are also international declarations and conventions that support inclusive education. Yet in spite of all these national, regional and international framework policies, inclusive education still remains a challenge hence the need to investigate the challenges faced by teachers’ colleges in implementing inclusive education. Against the background of literature review which examines barriers to the implementation of inclusive education in institutions of higher learning in both developing and developed countries, this article draws on a quantitative inquiry of challenges faced by teacher training colleges in Zimbabwe in their attempt to implement inclusive education using a sample of 60 respondents from three of Zimbabwe’s colleges. The study adopted the descriptive survey design. The target population comprised all lecturers and students in the three teacher training colleges. The sample consisted of 45 students and 15 lecturers selected using purposive sampling. The information was collected through a questionnaire which largely had close ended questions and two open ended questions and some interviews. The study revealed that inclusive education has been introduced in the teacher education programmes through policy pronouncements and rhetorical compliance with international conventions. However, information on the ground indicates that in terms of practicing what should be done for full implementation of inclusive education, there is little to show for it. The study recommends that colleges should restructure their programmes to include provisions of assistive devices, supporting aids and services, modification of the classroom environment, sign language interpreters and note takers among others. Keywords : Inclusive education, Barriers, Teachers, Disability, Implementation, College

In the Salamanca Statement (1994) and the intended implementation of the Sustainable development Goals (2015), governments worldwide express their intention to implement inclusive education (Ainscow, 2020; Kuroda & Nakasato, 2022; UNESCO, 1994). Teacher educating programs play an important role in preparing preservice teachers to realize inclusive education. However, it is still not entirely clear what the characteristics are of effective preservice teacher education programs focused on inclusive education. Although a great amount interventional research has been conducted, and several interventions are described, there is a lack of insights on research of true experiments (Dignath et al., 2022; Lautenbach & Heyder, 2019). The aim of this systematic review is firstly to provide an overview of interventions in experimental and quasi-experimental research, including an experimental and control group or comparison group preservice teachers. Secondly to describe recommendations for preservice teacher programs to prepare preservice teachers. To the author’s best knowledge, no systematic review has been published on research of true experiments concerning the effectiveness of the preservice teachers’ educational programs. A systematic review was conducted. Eventually, 11 studies were meeting the inclusion criteria of the literature search. The studies were divided into three main themes ‘Practical experiences or fieldwork’, ‘New teacher education program’ and ‘Subjective norm’. Implications for preservice teacher education are described. Based on this research, for example it is suggested that teacher education institutes should consider that preservice teachers’ development and reflection concerning inclusive education in theory and practice in inclusive education should be a part of all education programs (Sharma et al., 2023). More true experiments in preservice teacher training in inclusive education could be carried out, to better prepare preservice teachers to realize inclusive education. Applicable international agreements on a balance of theory and practice in the curriculum of teacher education institutes are needed.

Graduates of State Universities and Colleges (SUCs) in the Philippines are seen faced withnpoor market demand due to a mismatch of the demand from the market and the supply from the academe. The SUCs performance and the graduates’ performance are vital factors to the employability of the graduates. For the past decade, the government has provided support towards students and advanced instructions through General Appropriation Act (GAA), and among others which amount vary from every institution. This study aims to look at the performance indicator of SUCs in the Philippines along enrolment, number of graduates, PRC passing rate, school income, and budget from the government and number of students per faculty. Results showed that clustering of the SUCs is attributed to General Appropriation Act (GAA) Funds. The University of the Philippines System being clustered to other SUCs by having received bigger budget allocation and is noted as the best performing status among the SUCs.

This research provides a comprehensive comparison of the financial, educational, and socio-spatial considerations in establishing State Universities and Colleges (SUCs) satellite campuses versus enhancing support mechanisms for existing SUCs in the Philippines. It highlights their critical role in expanding access to higher education, particularly for underserved and geographically isolated communities. Building on literature that identifies satellite campuses as tools for addressing educational disparities and fostering regional socio-economic development, the study emphasizes cost-effectiveness in decision-making. Using a mixed-methods approach, it combines quantitative cost-effectiveness analysis with qualitative insights from Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs) with SUC stakeholders to explore financial and operational challenges. The cost-effectiveness analysis utilizes key financial metrics such as Net Present Value (NPV), Benefit-Cost Ratio (BCR), and Internal Rate of Return (IRR). Findings indicate that while satellite campuses offer opportunities to improve educational access, their financial sustainability is constrained by high initial investments and operational costs. Current low-fee structures in SUCs limit revenue generation, with long-term projections rarely covering infrastructure and operational expenses. Revenue-enhancing strategies are essential to address these constraints and ensure viability. Infrastructure development emerges as a major cost factor, with many SUCs relying on partnerships with Local Government Units (LGUs) for land donations. However, budget limitations remain a significant barrier. Qualitative data highlight the socio-economic benefits of satellite campuses, including the empowerment of marginalized populations and local economic growth. Aligning educational programs with local needs is identified as key to maximizing impact. Enrollment trends reveal regional disparities, with concentrations in CALABARZON, Central Luzon, and NCR, while underserved areas, particularly in Mindanao, face persistent barriers. An analysis of compliance rates shows that 69% of SUCs have achieved a Certificate of Program Compliance (COPC), though postgraduate programs lag behind undergraduate offerings. The performance of Teacher Education Programs in licensure exams further underscores disparities between main and satellite campuses. The study concludes that optimizing existing SUC campuses through improved resource allocation, targeted policies, and sustainable funding solutions can enhance educational outcomes, support local and regional development, and create a more inclusive higher education system in the Philippines.

One of the many problems assailing Philippine Education, according to the Congressional Commission on education (EDCOM), is the progressive deterioration of basic education (EDCOM Report, 1993). It also notes that our elementary and secondary schools have failed to teach the expected competencies to the students, as much as it reveals that the teachers are the main culprits, one reason being that many teachers themselves do not posses at least the minimum teaching competence. In 1997 the Filipino grade and high school students ranked 37th and 38th respectively in a test administered to 39 nations for the Third International Mathematics and Science Study. This is certainly one other instance that reflects the deplorable performance of most Filipino students. The 1993 EDCOM Reports again attributed such inadequacy to poor teacher preparation and training, as well as to the low quality of students enrolled in teacher training institution. The same observation echoes in one Professional Regulation Commission report in 2006, where it revealed that in the last four years, the national rate of passing in the Licensure Examinations for Teachers has not indicated any improvement. To exemplify, it noted that in 2005, only 26% registered a passing rate, as compared with the 27%, 26%, and 35% of the 2004, 2003, and 2002 respective rates. This may be one reason why the then Department of Education Secretary Florencio Abad had said in an interview account in 2005 that, apparently, basic education could not as yet deliver quality education because of the failure of most teacher training institutions to provide the department with quality graduates. The Presidential Commission for Educational Reform (PCER) must have been a bit prophetic when it found in a 2000 survey that some aspects of the educational system were either stagnating or deteriorating. It offered as evidence the perpetual shortfalls in classrooms, textbooks, and teachers; unsatisfactory achievement scores in Math, Science, and Language; increasing disparity among regions and between urban and rural areas; decline of private sector participation, and the recurring issue regarding language instruction. All these contributing factors, it further averred, took a heavy toll on overall teacher development, which, it claimed, as it cited the 1998 World Educational Report, has "in fact declined over the last 30 years and continues to decline in every region and most countries." To address these problems, PCER has recommended the implementation of Project Teacher Empowerment to Achieve Competence and Humaneness (TEACH), which aimed at strengthening the competencies of both in-service and pre-service teachers. In the same view, the Commission on Higher Education (CHED), in collaboration with the Teacher Education Council, developed the master plan for Teacher Education (CHED Report, 1997). This plan envisions to design programs for teacher education that will enhance the positive image of the teacher through a deliberate effort of improving the curriculum and the teachers' workplace. It also hopes to bring about a culture of excellence and world-class competitiveness, which will once more bring teachers at the helm of all professions. In this light, one of its earlier tasks was to require teacher education institutions (TEIs) to review, and if need be, redesign their curricula and syllabi. It also set up centers of excellence for the different areas that TEIs must be concerned with, such as, for example on research, science and math instruction, and teacher education. These various progressive initiatives done by the CHED to improve and uplift the teaching profession via the TEIs were largely made the basis for the crafting and eventual implementing of the CHED Memorandum Order No. 30 (CMO 30), series of 2004. This document on the "Revised Policies and Standards for Undergraduate Teacher Education Curriculum", seeks among other things, to define certain limits regarding the TEIs' education and other allied programs, competency standards, curriculum, and course specifications. Together with the Joint CHED-DepEd Memorandum, which was issued subsequently, certain guidelines for the implementation of the new teacher education curriculum were formulated for TEIs' compliance. Such moves created additional, albeit necessary demands on many TEIs. The Philippine Normal University (PNU), for one, which is considered as the country's premier teacher training institution, has been tasked to play a crucial role in addressing major educational issues and concerns. Being a Center of Excellence in teacher education on a national level, it has been its mandate to pioneer in delivering efficient and effective, yet innovative, relevant, functional, and quality program in teacher education. It thus becomes incumbent upon PNU not only to consider possible alternative sources for educating the teachers, but also to conceptualize and experiment on a variety of programs. While carrying out more vigorously its mandated objectives, functions, and responsibilities, the University embarked on a five-year modernization program which is predicated upon such a mission. Through this effort the Department of Student Teaching (DST) saw a rebirth of sort when the Board of Regents (BOR) approved its creation on January 12, 2003. Where it used to be for many years only a unit under the Department of Curriculum and Instruction, it is now an independent department. At its inchoate stage, the DST, saddled with such challenges as are brought about by university-wide changes and development, already finds it difficult to provide quality experience to its clientele, the student teachers (STs). For one, there is now a mismatch between the growing number of STs and the present condition and circumstances prevailing in the Center for Teaching and Learning (CTL) where they hold their campus teaching practicum. There is, for example, only one class in certain grade/year level at the Center for Teaching and Learning (CTL) that can accommodate only a few STs at a time. With the total number of STs per term ranging between 600 to 700, accommodation problems definitely boggle the mind. Given also the substandard classrooms in terms of size and facilities, most STs have to stay outside while the class is going on. This situation somehow deprives them of the learning they otherwise would have gained from observing the supervising instructors (SIs) or their peers teach the class have they been inside the classroom all throughout the session. For another reason, especially in the high school level, there are majorship areas that lack corresponding SIs. Records show that in recent years, CTL high school teachers' specialization is only in such areas as English, Mathematics, Filipino, and Biology. The STs whose major fields of concentration are in General Science, Chemistry, Physics, and Values Education are, therefore, not given proper placement. Considering that STs stay only for a quarter of a term in either the campus or off-campus internship program (which runs for only about 12 weeks of exposure for observation and actual instruction), the special Wednesday policy at the CTL, following the university practice, may seem to be a bit ruinous on quality, even adequacy, of learning that the STs should otherwise be gaining. Moreover, although the co-and extra-curricular activities are important part of the student teaching experiences, the instructional skills that can be developed from actual classroom work may again be put to task, if too many such activities are held within the 6-week period of internship (e.g. boy/girl scout investitures, Sportfest and field demonstrations, which could eat a lot of time from STs for student rehearsals). All these confirm the findings of the 1999 CHED-PNU Collaborative Research on Laboratory Schools (CORELS) to the effect that greater participation and actual classroom teaching are more apparent in off-campus than on-campus teaching experience; and that a significant number of TEIs have neither been giving adequate exposure nor have accomplished many activities that develop the pre-service teacher competencies to a greater extent. There is, however, one other thing to consider should a revision of the STP become a necessary option. This concerns the Joint CHED and DepEd Memorandum Order, which has been issued under DepEd order no. 39, s. 2005. With its premise that says that student teaching being one of the most important and crucial phases in Teacher Education and that all TEIs and public and private schools involved "shall ensure that students teachers are well prepared for their eventual assumption as teachers," it further requires that TEIs and DepEd schools concerned "shall forge a Memorandum of Agreement (MOA) with the TEIs which should stipulate the administrative and financial arrangements effective SY 2005-2006." It has, thus, set some collaborative guidelines regarding deployment of Preservice teachers for their Field Study and Practice Teaching courses and the specific roles and functions that CHED, DepEd, and TEIs are expected to perform. With this new concern emerging, most TEIs, especially SUCs whose budget has been slashed down, face another challenge insofar as implementing their STPs are concerned. Because of these challenges and concerns, the DST deems it necessary to rethink the structures as well as the overall system involved in the STP that it presently implements, especially since some of the practices it has observed through the years virtually bear little relevance to the existing demands, concerns, and recent developments in student teaching. New modalities, therefore, need to be resorted to in order to fully address these concerns and challenges. As the UNESCO International Commission on Education for the 21st Century Report has so aptly stated, "...the profound changes required on teacher education (and for that matter, on student teaching), call not for

To assess the implementation of a curriculum is a vital ingredient of curriculum innovation. This study aimed to assess the extent of implementation of the Field Study (FS) courses in the Teacher Education Institutions (TEIs) in the state universities and colleges (SUCs) in the Philippines. Using a descriptive-correlational type of research, a validated survey-questionnaire administered to randomly selected students (n=252) from nine TEIs of 5 SUCs in Region I, Philippines, the researcher found that the TEIs have fully implemented the FS curriculum, and that the FS students have fully developed the competencies from these courses. However, findings revealed that the TEIs have no synchronization in the offering of their FS courses and have difficulty in the arrangement of schedules with their partner basic education schools during field work. Statistical analysis, further, generally revealed that the FS objectives and the implementation of collaborative procedures influence the levels of competence of the FS students, To ensure the sustenance of the full implementation of the New Teacher Education Curriculum, the researcher recommends the synchronization of the FS courses in the entire Region I, the field work of FS students from TEIS with laboratory schools is strongly encouraged, the conversion of the 1-unit FS course to a 3-unit FS course, the selection of FS centers in the region for immersion purposes, the accreditation of their TEP, strengthen collaboration among partner basic education schools, and the use of a manual or handbook on Field Study observations as part of their experiential learning courses.

This design-based research is based on three related problems: teacher education programs are not providing every pre-service teacher with relevant opportunities to experience learning in technology-rich collaborative learning environments; teacher education programs are not supporting every pre-service teacher in developing as a designer of technology enabled learning experiences, both on campus and in practicum; and faculty members who teach in teacher education programs are not all adequately prepared to provide their student teachers with the technology enabled learning experiences needed for today and for the future. This study provides a deep and detailed analysis of a provincial context that also contributes to a better understanding of the complexities and challenges in teacher education from a Canadian perspective. Participants included teacher candidates, teacher educators, government education consultants, school administration, an educational technology consultant, a cooperating teacher and class observations in a stand-alone ICT course in a teacher education program. Findings from this study were distilled into seven major themes. Overall, teacher education programs are called upon to be responsive to the students in their programs if change in education is going to be effective. This study calls for systemic change supported by all stakeholders involved in teacher education.

Purpose The purpose of this study is to examine the extent to which social justice principles are integrated into Thailand’s teacher education programs and assess the preparedness of future educators to address inequality, diversity, and inclusion in their classrooms. The research seeks to identify gaps between policy and practice, understand the challenges faced by teacher educators and candidates, and propose actionable recommendations for enhancing social justice-oriented teacher training. By focusing on marginalized populations, including ethnic minorities and LGBTQ + students, this study aims to contribute to a more equitable and inclusive education system in Thailand and beyond. Design/methodology/approach This study employs a qualitative case study approach to explore how social justice principles are integrated into Thailand’s teacher education programs. Data were collected through semi-structured interviews with 15 teacher educators and 25 teacher candidates from public and private institutions across urban and rural areas, focus group discussions, and document analysis of curricula and policy frameworks. Thematic analysis was used to identify key barriers, practices, and opportunities for fostering equity and inclusion. A content analysis of syllabi and policy documents provided further insight into the alignment between policy directives and pedagogical practices in teacher education. Findings The findings reveal a significant gap between policy directives on social justice and their practical implementation in teacher education. While curricula include theoretical discussions on equity and inclusion, there is limited emphasis on actionable strategies for addressing classroom inequalities. Teacher educators report inadequate training and institutional support for teaching social justice principles. Inconsistent understandings of social justice and insufficient focus on marginalized groups, such as ethnic minorities and LGBTQ + students, further hinder effective integration. However, experiential learning opportunities, such as community engagement projects, demonstrate potential for bridging theory and practice, offering practical ways to enhance teacher training for equity and inclusion. Research limitations/implications This study is limited to a small number of teacher education institutions, which may not fully represent the diversity of teacher training programs in Thailand. Additionally, the focus on qualitative data limits the generalizability of findings but provides in-depth insights into participant experiences and institutional contexts. Future research could explore broader geographic and institutional contexts and incorporate quantitative methods to validate findings. The study’s implications emphasize the need for a unified national framework for social justice education and expanded professional development for teacher educators to address gaps in preparing future teachers to foster equity and inclusion. Practical implications The study highlights actionable strategies to improve social justice integration in teacher education. Recommendations include revising curricula to embed equity and inclusion as core components, enhancing professional development opportunities for teacher educators, and expanding experiential learning initiatives such as community engagement projects. Teacher training institutions are encouraged to focus on marginalized populations by incorporating modules on culturally responsive teaching and inclusive classroom practices. These practical reforms aim to better equip future educators to address inequalities, support diverse learners, and create inclusive educational environments aligned with Thailand’s national education reform goals and international standards. Social implications By addressing systemic gaps in social justice education, this study contributes to fostering a more equitable and inclusive educational system in Thailand. Strengthening teacher training to prepare educators for supporting marginalized populations, including ethnic minorities and LGBTQ + students, can help reduce discrimination and promote social cohesion. Educators equipped with social justice principles can act as agents of change, challenging structural inequalities and creating inclusive learning environments. The study’s focus on aligning teacher education with broader social justice goals supports Thailand’s commitment to the United Nations’ Sustainable Development Goals (SDGs), particularly in achieving inclusive and equitable quality education for all. Originality/value This study offers a unique contribution by examining the integration of social justice principles in the context of Thailand’s teacher education programs, an area that has received limited scholarly attention. By bridging theory and practice, the research identifies critical gaps and opportunities for fostering equity and inclusion in teacher training. The study’s focus on marginalized groups, including ethnic minorities and LGBTQ + students, adds depth and relevance to global conversations on social justice in education. The findings provide actionable recommendations for policymakers, institutions, and educators, highlighting innovative practices such as experiential learning to enhance the preparation of socially just educators.

The relationship between admissions criteria, the preparation provided by teacher education programmes and student teachers’ (STs) beliefs about inclusive education (IE) are rarely made explicit. The paucity of data regarding this relationship leads us to question whether teacher candidates’ prior beliefs matter relative to admissions criteria or whether it can be assumed that all of the needed competencies and positive beliefs about teaching well will be acquired during the teacher education programme. To investigate these questions, this study focuses on STs enrolled in three teacher education institutions (TEIs): two in Serbia and one in Slovenia. The study indicates that STs’ beliefs about IE relate more to differences in the educational systems and the influences of societies as a whole than to admissions criteria for TEIs. Implications of the study for teacher education and admissions criteria are discussed.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

This research analyzes the current trends and future implications of the gradual Islamisation of teacher education within the context of global inclusive education policy. The review examines the integration of Islamic principles and values into teacher education curricula and practices, aiming to identify opportunities and challenges associated with this process and its impact on inclusive education goals. By synthesizing findings from various studies, the review informs policymakers, educators, and stakeholders about the complex dynamics of Islamisation in teacher education and its implications for promoting inclusive and equitable educational systems globally. A rigorous and comprehensive methodology was employed, including a systematic search strategy across databases such as PubMed, ERIC, and Google Scholar, alongside hand-searching relevant journals and reference lists. Inclusion criteria focused on studies addressing the integration of Islamic principles into teacher education and their implications for inclusive education policies, while non-English studies were excluded. Data extraction and thematic analysis identified key patterns and trends across the selected studies. The review highlights a growing trend towards the Islamisation of teacher education in regions such as Malaysia, Pakistan, and Saudi Arabia, resulting in significant curricular and pedagogical changes. It identifies both opportunities, such as promoting cultural sensitivity and ethical development, and challenges, including concerns about inclusivity, academic freedom, and the marginalization of non-Muslim students. The need for further research is emphasized, particularly longitudinal studies on the long-term effects of Islamisation, comparative research across different regions, and interdisciplinary studies on identity intersectionality in Islamised educational settings. The findings underscore the importance of nuanced, contextually sensitive policies that align Islamisation efforts with inclusive education goals, ensuring respect for all students' rights and beliefs. For educators, professional development is crucial for integrating Islamic values effectively while fostering inclusive learning environments. Researchers are encouraged to address existing gaps to develop evidence-based policies promoting inclusive and equitable education for diverse cultural and religious backgrounds.. Research Highlights: Global Trends in Islamisation: The Research reveals a notable global trend towards the integration of Islamic principles and values into teacher education curricula and practices across diverse regions. Opportunities and Challenges: The review identifies both opportunities and challenges associated with the Islamisation of teacher education. Implications for Inclusive Education: The findings carry significant implications for policymakers, educators, and researchers involved in inclusive education.

Recognising that inclusive education is critical to advancing All children’s development, social inclusion and future productivity, this doctoral thesis seeks to engage the field of Thailand’s early childhood inclusive education in a theoretical and practical conversation. Using Pierre Bourdieu’s conceptual tools (Capital, Field and Habitus), the study explores and critically analyses the facilitators and barriers to early childhood inclusive education in terms of teachers and education policy maker’s inclusive knowledge, beliefs, skills and practices in Bangkok, the capital city of Thailand. The conceptualisation from which this thesis is based, suggests that early childhood inclusive practice “exists in a social space given life through constant power struggles” (Eacott, 2010, p. 221). It is this contested space that defines the philosophy and practice of inclusive education, and arguably, teachers and policy makers’ everyday practices. Using a mixed method design underpinned by Bourdieuian eclectic methodology and analysis, the study found that the early childhood teachers have limited knowledge and understanding of inclusive education and practice which they have attributed to: (1) a lack of effective training in inclusive education (2) inclusive education for young children is a new educational concept and agenda in Thailand. The study further identified that although the policy makers agreed that legislation and policy on inclusive education is adequate, this is not backed by effective implementation in real practice. Teachers reported that they felt significant stress and helplessness in their classrooms when planning teaching to meet the learning and developmental needs of children with disability and those with additional education needs. The teachers attributed these stressors to not knowing what to do with children with disability in their classes in addition to supports that were not forthcoming in their teaching of children with disability. Furthermore, the study uncovered that relational and cultural-religious beliefs of reincarnation and hierarchical relationships posed barriers to inclusive education in the early years classrooms in Thailand. This means, a number of children in the early childhood settings that claimed to be inclusive, are actually in search of inclusion. The major implications glean from this study highlight the need for quality professional education, training and retraining of stakeholders (teachers, policy makers, support personnel etc) in leveraging knowledge and practice in educating children with disability/additional education needs. The study underscores the need for policy monitoring, flexibility in curricula, funding and novel ways of theorising issues of exclusion and inclusion. To accomplish these, the study provides a model to inform the development of a culturally relevant inclusive education for all young children in Thailand.

Hand-in-Hand After School Supporting Projects have been used by the Ministry of Education to enhance disadvantaged students’ learning outcome. However, we do not know if teachers’ beliefs about teaching and learning, and their multicultural education literacy affect their practice. This study uses the case study method to examine the relationship between a teachers’ teaching philosophy and her teaching behaviors in light of the teacher’s cultural backgrounds. The subject is an intern who is doing internship in a junior high school and volunteered to participate in the school’s Hand-in-Hand After School Supporting Project. The result shows that the teacher’s cultural backgrounds have an effect on her desire to teach disadvantaged students; however, it appears that the teacher’s beliefs about teaching and learning are affected by the general education theories in her Teacher Education courses and previous extra-curricular teaching experiences. The teacher tends to treat all disadvantaged students as non-differentiated group without giving time to care for individual student’s needs, cultural backgrounds and concerns. This is due to several reasons. First, the teacher lacks the professional knowledge of the multicultural education that she needs in her teacher education program. Second, the teacher is limited by factors of insufficient time for the class, the identity problem of being an intern, lacking effective communication with school administrators, and problems of accountability and the examination system at the Junior High School. Hence, even though the teacher has good intention to teach disadvantaged students well and try giving external awards and activities to excite students, students’ improvements are minimal. I contend in this study that teachers who participate in Hand-in-Hand After-School Supporting Projects should have the professional knowledge of the multicultural education, and school administrators need to find ways to allow better communication between teachers, administrators and students. To better serve disadvantaged students, I recommend that teachers work as a group to find ways to identify student needs and provide differentiated teaching in the Hand-in-Hand after School Supporting Projects. The results of this study may be helpful for policymakers, teacher educators, and school administrators for their policymaking, program designs and future research.