Inclusive and sustainable education in Thailand: transforming teacher education for equitable learning

PurposeThe 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/approachThis 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.FindingsThe 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/implicationsThis 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 implicationsThe 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 implicationsBy 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/valueThis 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.

Inclusive teacher education (ITE) defines the professional training of preservice teachers to work in learning spaces encompassing students from all circumstances, regardless of race, linguistic background, gender, socioeconomic status, and special education needs (SEN). This preparation includes the content, pedagogy, and formative experiences required for teachers to work in inclusive schools. To fully understand ITE, it is necessary to examine what is meant by inclusive education (IE). Indeed, it is essential to explore ITE’s definition since scholars and teacher educators have struggled to agree on what is meant by IE. In addition to disagreements about IE’s definition, support for this idea and its implementation may vary due to the cultural, historical, and political differences specific to local contexts. For these reasons, it is necessary to recognize the inclusive policies, practices, and processes that often shape definitions and concepts related to ITE. Notwithstanding the ambitious meanings of ITE across the globe, researchers, professionals, and policymakers tend to emphasize a vision of teacher preparation for working with students with disabilities (SWD) or SEN. Also, there is no consensus about which particular aspects matter in teacher education programs, primarily based on ideological differences about the core goals of IE. These differences in views and beliefs have resulted in limited understandings and applications of ITE. For instance, a student with an SEN may also come from a family living in poverty, with no access to books in the home, or speak multiple languages, including languages that are not a part of their first (formal) educational experiences. In such circumstances, there is no agreement about whether ITE programs should focus on students’ linguistic, socioeconomic, learning differences, or multiple factors. We review the research on ITE in various national contexts. We also discuss how scholars have conceptualized the preparation of future teachers and the implications for greater clarity on how teacher preparation can improve IE in an increasingly diverse society.

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.

Introduction. With the increasing number of students with special educational needs (SEN), the Ukrainian system of mathematics teacher education faces significant challenges, particularly the insufficient knowledge and practical skills required for effective teaching in inclusive classrooms. The study of international models and practices is of particular importance for the Ukrainian education system. It not only enables the identification of effective strategies and approaches for organizing inclusive mathematics education but also supports the modernization of professional training for future mathematics teachers in the context of inclusive education. Purpose. The purpose of the study is to analyze contemporary international models and practices of inclusive mathematics education in general secondary schools, with a focus on improving the professional preparation of future mathematics teachers in higher education institutions. Methods. To achieve this aim, general scientific methods (analysis, synthesis, concretization, comparison, classification, generalization) were applied, allowing for a comprehensive examination of international models and practices in inclusive mathematics education. Results. The findings indicate that mathematics teacher training should explicitly incorporate issues related to the implementation of inclusive practices. The role of mathematics and mathematics education in the formation and development of personality has been substantiated. It has been emphasized that new approaches, models, and effective practices should be introduced into mathematics teaching within inclusive education. Several models for implementing inclusive education, including mathematics instruction, have been presented and compared. Such international experience can be adapted and partially integrated into Ukrainian practice, as well as serve as a foundation for modernizing the professional preparation of future mathematics teachers. It is concluded that international experience reveals a wide spectrum of models and practices in inclusive mathematics education, which combine adapted teaching methods, differentiated approaches, extensive use of digital technologies and platforms, and strategies for collaboration with specialists in psychological and pedagogical support. Originality. The scientific novelty of the study lies in the analysis, comparison, systematization, and conceptual justification of international experience in inclusive mathematics education within the context of modernizing mathematics teacher preparation. It also lies in a transformational approach that translates international practices into specific, well-founded, and ready-to-implement recommendations for the Ukrainian education system. Conclusion. International practice demonstrates a systematic and multi-component approach to inclusive mathematics education, offering diverse models and effective strategies. Among them, the European multi-track model is particularly relevant for Ukraine, as its flexibility allows for the combination of different forms of learning while addressing individual student needs. The most effective framework for implementing inclusive education is Universal Design for Learning (UDL), which emphasizes flexibility and the adaptation of both content and teaching methods. The international models highlighted in this study can be adapted to Ukrainian realities. Some models, such as the “pull-out” and “cluster” approaches, are already partially implemented in Ukraine through the organization of resource rooms. Effective inclusive mathematics education is impossible without close collaboration between teachers and assistants, as well as the continuous professional development of educators. The process of professional training for future mathematics teachers is crucial, as it shapes their inclusive competencies and readiness for teaching in inclusive classrooms. In this context, modernizing teacher education programs requires the inclusion of specific components and specialized modules on inclusive education. These should address not only theoretical knowledge but also practical skills, such as task differentiation, the use of digital tools, and effective collaboration with representatives of psychological and pedagogical support for children with SEN. Future research should focus on developing methodological materials for university lecturers that integrate inclusion-related issues into courses on general methods of teaching mathematics in secondary schools.

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.

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.

Traditionally, in many countries there exist different teacher education programs for special education and for regular or inclusive education, not at all with similar underlying paradigms for teaching and learning or similar definitions and understanding of the term inclusion. In this context, one central question is how to define inclusive mathematics education, how to address the manifold aspects, and how to reduce discrimination and marginalization. On the one hand, teacher education programs might focus on diverse groups and specific students, like students with special needs and integrate important questions of special education. On the other hand, teacher education programs might take explicitly a broader perspective, considering the mathematical learning of all students and not taking a specific focus. In this contribution we present research results of the project ProViel (‘professionalisation for diversity’) to discuss how a teacher education program can be designed to address both with the underlying paradigm of making mathematics accessible for all students, and what role pre-service teachers’ beliefs as well as their self-efficacy might play. The project aimed at subject-specific concept development and research concerning teacher education for inclusive mathematics on the primary level, considering different points in time within the whole education program. Quantitative data of pre-service teachers’ beliefs and self-efficacy have been analysed, while they participated in different university courses and a practical phase at school. Key findings of this study are, that pre-service teachers’ beliefs about student achievement and their self-efficacy for inclusive mathematics teaching changed during the teacher education program.

Inclusive education ensures that all children have access to an appropriate, relevant, affordable and effective education within their community. Yet, inclusive education is found difficult to build in poorer developing countries. The study looked into the challenges of inclusiveness for teacher education along policy, curriculum, materials, and methodology of State Universities and Colleges (SUCs) in the Philippines offering teacher education programs to estimate their vulnerability. Descriptive survey method of research was employed with the aid of questionnaire checklist which was administered to 89 Deans of the College of Teacher Education of SUCs in the country. Principal component analysis model was obtained and used to determine the coefficients of resilience and vulnerability indices. The study revealed that teacher education institutions in the country were intensely vulnerable in the challenges on policy, curriculum, materials, and methodology. This necessitates that inclusive education policy should be part of the broader dynamics and processes of the policy-making body. Teachers should be learning about, experiencing, and practicing inclusive approaches to teaching and learning throughout their professional development to promoting inclusive education. The needs to be matching revision of the materials used in teacher education programs should be seen essential, and inclusive teaching methodology should be intrinsically linked to and mutually supportive of inclusive curricula.

A teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

Inclusive education is a fundamental worldwide reform envisioned to include children with diverse abilities in the classroom. Maldives is in its emerging phase of inclusive preschool education. Lack of teachers’ competency, training and support system was reported as common challenges faced in inclusive education. This study explored the experiences of five regular teachers in five different inclusive preschool settings in Male’. Qualitative research design using semi-structured interviews was employed to explore the teachers’ teaching experiences along with series of issues associated in their journey of inclusive classrooms. Findings revealed teachers’ belief in inclusion as the positive teaching experiences of being grateful and hopeful amidst challenges faced. Teachers’ negative experiences are reported as feeling lost and disappointed with the lack of support over mixed disabilities of children in large classrooms. These findings revealed underpinning the policies and support required from stakeholders at all levels which have influenced the sustainability of inclusive preschool education. To overcome these challenges, teachers used team teaching, adjusted lessons to build peer support among the children and seek professional support within and beyond school. Teachers’ voices on inclusive classrooms in preschools have contributed recommendations for the school level and policymakers in modeling up the sustainable inclusive preschool education. It is recommended that funding to be allocated for in-service teachers’ training besides developing resources to provide better learning opportunities for children with disabilities. All stakeholders, teachers, parents and government should collaborate to foster positive attitudes and acceptance for all children to keep striving for a sustainable inclusive preschool education.

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

This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

Any analysis of inclusive and special education in Asia, past and present, must account for the immense variation in what constitutes Asia and recognize that finding patterns in the development of inclusive and special education across this vast continent is difficult. The variations relate to geographic topography, historical experiences, and cultural values, as well as to contemporary socio-economic and political conditions. For example, although both Oman and Timor Leste struggle with issues of accessibility and providing services in remote areas, Timor Leste’s mountainous terrain presents very different challenges from Oman’s desert conditions. Similarly, the different cultural influences of, say, Hinduism in Nepal, Islam in Jordan, and Buddhism in Cambodia have significant implications for attitudes towards disability, while differences in economic development between Japan and Bangladesh, for instance, have rendered the former a donor of international aid that sets the inclusive education agenda and the latter a recipient of both aid and agenda. While efforts to identify patterns in inclusive education globally have also attempted to define the nature of development in Asia, these analyses do not always account for the unique intra-continental variations. Overlooking these variations in socio-political and economic contexts becomes problematic when attempting to find solutions towards providing culturally responsive and culturally specific services appropriate to these unique circumstances. Additionally troubling is the more recent development of a geopolitical climate which assumes that inclusive and special education could and should, in fact, be the same, whether in Bangladesh or in Japan. Embodied by international aid agencies, such as the World Bank, the United Nations International Children’s Fund (UNICEF), and the United Nations Educational Scientific and Cultural Organization (UNESCO), these expectations have been captured within global policies, such as the 1994 Salamanca Statement on Inclusive Education, the 2008 UN Convention on the Rights of People with Disabilities, and more recently, the 2015 Millennium Sustainable Goals, and furthered through UNICEF’s and UNESCO’s curriculum packages and professional development training on inclusive education. There is a nascent body of scholars in some Asian countries that is beginning to identify indigenous alternatives, which, if allowed to thrive, could contribute to the development of an amalgamated structure of services that would be more appropriate to the individual contexts.