Promoting inclusivity in education amid the post-COVID-19 challenges: An interval-valued fuzzy model for pedagogy method selection

Abstract

The advent of the COVID-19 pandemic has brought about unprecedented disruptions in the field of education, necessitating a reevaluation of pedagogical approaches in the post-COVID era. This research paper introduces a novel interval-valued fuzzy simple additive weighting (SAW), weighted product model (WPM), and weighted aggregates sum product assessment (WASPAS) multi-criteria decision-making (MCDM) framework to address the challenge of promoting inclusivity in education amidst the post-COVID era. Leveraging the uncertainty inherent in the post-pandemic educational landscape, the proposed method offers a comprehensive pedagogy selection approach incorporating interval-valued fuzzy sets to account for imprecise and ambiguous data. By integrating the principles of inclusivity and diversity, the method evaluates various pedagogical approaches and their effectiveness in fostering an inclusive learning environment for diverse student populations. The study showcases the application of pedagogy selection in real-world educational scenarios, demonstrating its potential to inform policy decisions and enable educational institutions to adapt and cater to the evolving needs of learners in the aftermath of the COVID-19 pandemic.