ABSTRACT Research on the impact of inclusive education training has presented mixed findings, suggesting that generalising its effectiveness across contexts is not universally applicable. Evidence from Cambodia remains scarce. This survey study investigated the influence of inclusive education training on pre-service teachers’ attitudes, concerns, and self-efficacy towards inclusive education. The study involved 148 pre-service teachers from a teacher education college. Data were collected through a survey comprising demographic information and three standardised instruments: the Teacher Attitudes Towards Inclusion Scale (TATIS), the Concerns about Inclusive Education Scale (CIES), and the Teacher Efficacy for Inclusive Practices (TEIP) scale. Descriptive statistics, reliability tests, and Independent Sample t-Tests were employed to analyse the data. The findings revealed significant differences in pre-service teachers’ attitudes towards inclusive education based on their training experience. Specifically, those with training experience expressed significantly less favourable perceptions of including students with mild-to-moderate disabilities and their professional roles in supporting inclusion compared to those without such training. No significant differences were found between the groups in their overall concerns or self-efficacy in implementing inclusive practices. The results are discussed with practical implications for improving pre-service teachers’ attitudes and better preparing them to implement inclusive practices.

ABSTRACT The purpose of this study is to explore students’ attitudes towards lesbian, gay, bisexual, and transgender (LGBT) people in 25 high schools, public and private, across five cities in East Java, Indonesia: Batu, Bondowoso, Lamongan, Nganjuk, and Surabaya. We surveyed 500 students and interviewed 28 students to understand their views of the LGBT community and their rights. Students’ approaches to traditional gender roles, as well as their comfortableness interacting with LGBT individuals, were measured. A Pearson’s correlation coefficient was used to examine the relationship between their attitudes toward LGBT people, on the one hand, and their religiosity, as well as their comfortableness interacting with LGBT individuals, on the other. The results of the present study showed gender dynamics in such a way that, for instance, female students (compared to male students) tended to be more intolerant toward lesbians than toward gays. We also identified recurring themes emerging from in-depth interviews, including categories students often used to characterise the LGBT community. We conclude that the way students framed LGBT issues resonates with prejudicial tropes commonly labelled against non-heterosexuals in the public discourse. Schools often serve as a microcosm of the larger community within which schools are located.

ABSTRACT This study examines how Greek secondary school students construct the role of special education teachers (SETs) within the context of inclusive education. Fifteen students from mainstream secondary schools participated (seven assessed as having special educational needs [SEN] and receiving support, and eight peers without SEN support). Data were generated through in-depth semi-structured interviews, complemented by a two-year researcher journal. Analysis drew on reflexive thematic analysis (Braun and Clarke 2006) alongside Critical Discourse Analysis (CDA) (Fairclough 2013) to explore students’ meaning-making and the institutional conditions shaping these accounts. Findings indicate that students constructed SETs as sources of care and emotional support, as agents of regulation and normalisation, as largely invisible actors within the school, and as figures on whom some students became dependent. These constructions illuminate tensions within inclusive schooling, where support may simultaneously enable participation and reproduce forms of control.

ABSTRACT It is critical for educators to adapt assessment and instruction procedures and environments to maximise equal learning opportunities for all learners. In South Korea, several studies have examined teachers’ inclusion-related competence, self-efficacy, and perceptions; however, there is limited research using a survey method utilising validated scales to measure teachers’ perceptions of inclusion. Thus, we assessed factors related to perceptions of inclusion among 319 early childhood educators in South Korea. The analysis identified higher teachers’ education levels, completion of inclusion-related licensures or courses, and current practice of inclusion in the classroom as predictors of more positive inclusion-related attitudes and perspectives. Our findings show teachers’ reports of benefits, support, challenges, and competencies of inclusion in relation to teachers’ demographics and experiences. The findings provide implications for better understanding teacher preparation for inclusive instructional practices in early childhood education.

ABSTRACT First Nations students in Australian higher education face persistent barriers to access, participation, and completion. This study employs intersectionality to explore how multiple identities shape the lived experience of a First Nations student navigating higher education. Using collaborative autoethnography and yarning methodology, we present Tracey’s narrative, revealing challenges including challenging outdated curriculum content, managing cultural load alongside academic demands, experiencing imposter syndrome from non-traditional pathways, and actively claiming identity due to racial ambiguity. Her experiences demonstrate that barriers intersect in complex ways requiring holistic responses. Findings informed a four-component intersectional model grounded in Indigenous voice: promoting equity and inclusion, challenging dominant narratives, increasing leadership representation, and addressing multiple forms of oppression. Recommendations emphasise structural changes including alternative entry pathways recognising professional experience, co-designing curriculum with First Nations communities for accuracy and contemporary perspectives, providing holistic support systems addressing intersecting barriers, and advancing cultural safety beyond performative gestures. This research contributes a strength-based framework centring First Nations knowledge, leadership, and community ways of being, demonstrating how collaborative autoethnography supports Indigenous voice in transforming higher education experiences.

ABSTRACT This study examines disability education policy implementation across Indonesia's dual education system through a comparative case study in East Java Province, comparing two provincial-level institutions: the Regional Office of the Ministry of Religious Affairs East Java (Kanwil Kemenag Jatim), overseeing Islamic education (madrasah), and the East Java Provincial Education Department (Dindik Jatim), overseeing public schools. Using Anderson's policy framework, this research analyzes four policy stages: problem mapping, formulation, implementation, and evaluation. Data were collected through participant observation, interviews with seven key informants, and document analysis across two institutional contexts. Findings reveal significant differences: Kanwil Kemenag follows a three-stage reactive proposal process (receiving, classifying, verifying madrasah proposals) focusing on access provision, while Dindik Jatim emphasizes comprehensive educational services. The study identifies a critical gap in Islamic education where evaluation results are not systematically integrated into policy improvement cycles, contrasting with the public system's integrated approach. These findings contribute to understanding inclusive education policy implementation in diverse institutional contexts and highlight the need for systematic approaches moving beyond access provision to comprehensive service delivery.

ABSTRACT This qualitative study explores the perspectives of Kazakhstani mothers who enrol their children with special educational needs (SEN) in fee-paying private tutoring, commonly known as shadow education. Framed by the ideology of parentocracy, the study examines how families respond to the limitations of inclusive education in mainstream schools by turning to shadow education as a compensatory strategy. Data were collected through in-depth interviews with eight mothers from Astana whose primary school-aged children have diverse learning difficulties. Thematic analysis revealed that private tutoring is viewed not only as academic support but also as a vital intervention providing personalised instruction, emotional security, and social development. However, the findings also highlight systemic inequalities, as access to high-quality tutoring is influenced by socioeconomic status and limited by a largely unregulated market of shadow education. Participants reported challenges, including financial pressure, inconsistent tutor quality, and limited collaboration between schools and tutoring providers. The study advocates for improved teacher training in inclusive pedagogy, regulation of the tutoring sector, and state-supported tutoring initiatives to promote educational equity. It provides new insights into the intersection of shadow education and inclusion, emphasising the role of parental agency in shaping educational pathways for children with SEN in under-resourced systems.

ABSTRACT This paper presents findings from a transdisciplinary study exploring conditions for Inclusive Science Education (ISE) for children aged 0–16 from communities in vulnerability risk situation. A two-step literature review was conducted to identify inclusive teaching and learning interventions. The first phase applied a Scoping Review, followed by an Integrative Literature Review focusing on community-oriented ISE, examining: (1) the main pedagogical approaches and interventions supporting inclusive, community-based science education; and (2) the conditions necessary to promote science education involving children and youth in contexts of vulnerability. A qualitative Constant Comparative Method was used to guide the data analysis. Three core themes emerged as pivotal for fostering community-oriented ISE: Contextual Factors, Pedagogical Approaches, and Critical Approaches. Findings highlight the importance of creating safe, supportive environments within local communities, enriched by creative, nature-based learning spaces. Exploratory and playful science activities were shown to enhance social inclusion. Moreover, participatory teaching and learning methods are essential for fostering inclusive settings that value diversity through an intersectional lens. Finally, applying intersectionality within science education encourages reflection on social and power relations in both classrooms and communities, making science education more equitable, responsive, and socially just.

ABSTRACT This article explores inclusive education through the lens of affect theory, proposing that such an approach can shed new light on the agenda’s perceived failure as pedagogical practice. Drawing on qualitative data from interviews with school leaders and teachers as well as ethnographic observations in Danish primary school, the study examines the ‘affective economy’ of inclusive education – the emotional currents that circulate, stick, and co-construct responses to its policy and practice. Building on Ahmed’s concept of affect as relational and circulating, the analysis foregrounds the sticky figure of the ‘inclusion-child’, a symbolic representation of students perceived as requiring additional support. Findings reveal how affects such as frustration, resignation, and fear contribute to the perception of inclusive education as a burdensome and impossible task. Simultaneously, affects like pride and work satisfaction demonstrate its potential to be reframed as meaningful and rewarding. By foregrounding the emotional dimensions of inclusive education and how they shape orientations towards its enactment in practice, this paper offers a revitalised perspective on an agenda caught in a ‘bad mood’.