Educational Inclusion Research Articles

This study aims to analyze the relationship between sociocultural dynamics and learning contexts and the analogical modeling produced by middle school students in the process of making sense of the concept of “matter” in a multi-layered way. In the study conducted with 189 fifth grade students studying in project/private, urban public and village public schools in Elazığ, students were asked to complete the statement “Matter is like ... because ...” and the data were analyzed with MAXQODA 2022 and SPSS within the framework of school type, residential unit, family education level and income status variables. The findings showed that analogies differed depending on sociocultural status: Rural school students produced analogies based on concrete environmental experiences (agriculture, nature), while private school students developed abstract systems (mathematical models) and interdisciplinary metaphors. While conceptual depth and scientific language were evident in students with higher parental education and income, the analogies generated by the students from low socioeconomic groups were limited to everyday activities. In line with Bourdieu's cultural capital theory, analogies are understood to be pedagogical reflections of social inequalities. For inclusion in education, it is recommended to consider the sociocultural context in curriculum design and to diversify teaching strategies.

Purpose: The study focuses on the ways in which education equity can be employed to stimulate sustainable development between national economies that have interest to China and Thailand. It talks of how equal access to education contributes to human capital and productivity and inclusive economic growth and provides empirical evidence of the same in the light of a cross country comparative framework. Methodology/Approach: The panel data used in the quantitative econometric analysis were 2000-2023, which was gathered in the World Bank, UNESCO, and national statistical bureaus. The identification of the causal relationship between education equity and the outcomes of sustainable development was completed with the help of the fixed-effects regression models as well as the indicators, such as the Education Gini Index, Sustainable development goal (SDG) achievement scores, and GDP per capita growth. Originality/Relevance: The research is based on the discussion of sustainable development and it introduces the equity of education in the macroeconomic analysis as the gap that exists between social justice and the economic sustainability. It pays attention to the contribution of structural educational reform and inclusion in alleviating regional disparities as well as accelerating economic sustainability on a long-term basis in developing economies. Key Findings: The results show that China and Thailand are positively correlated in terms of the education equity and sustainability indices. The rapid rural education has brought about quantifiable benefits in the human capital and environmental consciousness in China and the gender parity programs in Thailand. The marginal effect however is higher in China because it has a wider scope of investment and regional policies of innovation. The results indicate that the key to the attainment of a balanced, sustainable economic development lies in the inclusion of educational structures. Theoretical/Methodological Contributions: The research has added to the literature by incorporating economic modeling and sustainable development theory to provide a model that can be replicated in other countries to analyze educational inclusiveness. It contributes to the empirical knowledge of the functioning of equity in education as a long-term source of sustainability in education, leading the policymakers to

The Right to Education Act (RTE Act) of India, enacted in 2010, stands as a landmark legislation aiming to ensure universal access to quality education for all children aged 6 to 14 years. This research paper comprehensively examines the challenges encountered in implementing the RTE Act, focusing on various dimensions such as access, quality, equity, and inclusivity. Through an analysis of key provisions, legislative history, and impacts on the education system, the paper identifies persistent implementation challenges, including teacher vacancies, curriculum misalignment, assessment mechanisms, socio-economic disparities, gender disparities, and accessibility issues for children with disabilities. Drawing upon literature review and case studies, the paper highlights the need for concerted efforts to address these challenges and strengthen the implementation of the RTE Act. By prioritizing equity, inclusivity, and quality in education, India can strive towards achieving its vision of universal education and empowering every child to realize their full potential.

The objectives of the present study were, on the one hand, to analyse the internal consistency of four questionnaires referring to the perception and knowledge of inclusion and cooperative learning (CL), and on the other, to discover the perception and knowledge of inclusion and CL in Physical Education (PE) of university students studying courses related to PE, Physical activity (PA) or sport, as well as to analyse the differences by sex and level of studies (degree versus post-graduate studies). Two hundred and eighty university students participated in this study and answered four questionnaires. The results show that the total internal consistency of all the questionnaires was excellent (α = 0.9). Furthermore, it was observed that the participants perceived inclusion and CL in a positive light, although they considered themselves to be not sufficiently trained. Significant differences were also observed according to sex and level of study. The women’s group and the postgraduate students were those who revealed the most knowledge and best perception of inclusion (p < 0.05). The results show that it is necessary to include more training in inclusive PA and PE in the study plans of future PE teachers.

Exploring opportunities and challenges toward ChatGPT for inclusion in sport education

From stage to practice: Theatre-based learning as a tool to advance equality, diversity, and inclusion in radiography education.

BackgroundDisabilities limit the children’s ability to use their body freely, fully engage with their surroundings, participate in the community, and access services. These restrictions could adversely impact their academic progress in schools. This study’s primary aim is to report the quality of life of school-aged children and the percentage of children attending schools. A secondary exploratory aim is to report factors related to educational inclusion.MethodsThis study utilized a cross-sectional design using five domains from a validated quality of life tool targeting primary caregivers of children with disabilities. Data were analyzed using descriptive statistics and the Chi-square. 111 respondents met the inclusion criteria.ResultsRegarding the children’s quality of life, less than half of the children feel happy about their interaction with children inside (35%) and outside of schools (39%). More than half of the children (51%) were happy with their interactions with their teachers, and in taking trips with their family (70%), as reported by their caregivers. In the participation domain, caregivers reported that children are happier when they participate in social outings. Most of the children were happy about utilizing their arms (53%), hands (51%), and drinking without assistance(53%). Caregivers stated that about 62% of the children were included in schools, and they were least happy with accessing special needs services in schools. This study also showed possible relationships between some demographic and quality of life factors with including children with disabilities in schools (p ≤ 0.05). Barriers that limit attending schools were reported.ConclusionsAccording to this study findings, the quality of life of children with disabilities is not ideal. Children face difficulties in interacting with their peers, participating in the community, using their body parts, and accessing services. This study provided preliminary data that suggest that not all children with disabilities are included in schools in Saudi Arabia. Although multiple factors were related to inclusion, they should be interpreted with caution. The reported difficulties could lead to unequal opportunities that interfere with the children’s quality of life and educational journey and should be considered to support the needs of children with disabilities.

This study analyzes the role of emerging assistive technologies as tools that promote educational inclusion and equity in contemporary school contexts. Recent technological transformations have expanded access, communication, and learning opportunities for students with disabilities, highlighting the need for an education that values diversity and ensures full participation. The research discusses the importance of teacher mediation, continuing education, and public policies focused on the integration of these technologies into educational environments. It emphasizes that true inclusion occurs when technological tools are used pedagogically, ethically, and humanely, promoting autonomy, interaction, and cognitive development. The study concludes that emerging assistive technologies represent a significant step forward in consolidating innovative, democratic, and socially engaged educational practices.

Purpose of the study: The purpose of this study is to analyze the institutional conditions, leadership challenges, and strategic efforts of the State Islamic University Sulthan Thaha Saifuddin Jambi in improving the quality of inclusive private Islamic higher education institutions in Jambi Province to support sustainable academic and institutional development. Methodology: This study employed a qualitative phenomenological approach using a purposive sampling technique to select key academic leaders and stakeholders from Kopertais Region XII Jambi, including rectors, vice rectors, and heads of Islamic higher education institutions. Data were collected through in-depth interviews, document analysis, and observation, then analyzed using Creswell’s phenomenological framework reduction, horizontalization, clustering, and synthesis with triangulation ensuring validity and reliability of findings. Main Findings: The State Islamic University Sulthan Thaha Saifuddin Jambi achieved significant progress in accreditation, faculty development, and institutional transformation, serving as a model for inclusive private Islamic higher education. Findings reveal internal and external leadership barriers, including limited motivation, time, and collaboration. Leaders implemented strategies such as digital-based management, human resource development, and continuous mentoring to enhance institutional quality. Novelty/Originality of this study: This study introduces a new perspective by integrating institutional transformation, leadership challenges, and strategic digital-based management within the framework of Kopertais Region XII. It advances existing knowledge by presenting the State Islamic University Sulthan Thaha Saifuddin Jambi as a replicable model for improving the quality and inclusivity of private Islamic higher education in Indonesia.

Purpose: This study explores how Sustainable Development Goal 4 (SDG 4), which emphasises inclusive, equitable, and quality education, is implemented in the context of Indonesian higher education. It focuses on how the quality of teaching processes, curriculum content, and student learning outcomes interact to shape meaningful learning experiences. Method: A cross-sectional quantitative design was used, involving 638 university students from Universitas Muhammadiyah Purwokerto, Indonesia. Data were collected through a structured questionnaire and analysed using Structural Equation Modelling (SEM-AMOS) to examine both direct and indirect relationships among instructional practices, curriculum relevance, and learning achievement. Findings: The analysis showed a strong and positive connection between the quality of educational processes and student outcomes. However, weaker or even negative links were observed between process quality and content, as well as between content and outcomes, suggesting that good teaching practices alone are insufficient without a coherent and relevant curriculum design. Significance: This study deepens the understanding of SDG 4 by showing how pedagogy and curriculum alignment jointly contribute to learning equity in universities. The findings offer practical insights for educators and policymakers striving to enhance teaching quality and inclusiveness in higher education.

In Malaysia today, challenges in learning mathematics, such as resource limitations and weakness in literacy and numeracy among Indigenous students extend to the teaching of mathematics, which has faced significant difficulties as well. The study examines the learning opportunities offered by the artSMart 8 program, which employs an innovative educational approach that integrates artistic expression with mathematical concepts among mathematics teachers in Indigenous schools. Recognising the unique cultural and contextual needs of Indigenous students, this research investigates how the program fosters engagement, conceptual understanding, and culturally responsive pedagogy. Using a qualitative design approach, data were collected through interviews, classroom observations, and reflective narratives from two primary school teachers and two secondary school teachers in the mathematics field. Findings revealed that the teachers showed a variety of perspectives on teaching Indigenous students, especially in mathematics, while promoting inclusivity and cultural relevance in mathematics education. Furthermore, teachers reported increased student motivation and deeper conceptual connections when integrating art-based techniques into their lessons. The study concludes that the importance of the emergent theme of Culturally Responsive Education for mathematics teachers in implementing arts-integrated pedagogy is to narrow the education gap between urban, rural, and interior communities. It is recommended that this potential program should be undertaken in transforming mathematics teaching in Indigenous schools and highlight the importance of the emerging theme of Culturally Responsive Education for mathematics teachers in implementing arts-integrated pedagogy in bridging the educational gap between urban, rural and remote communities.

Purpose The study builds on the literature of inclusive higher education, which describes the constructs and challenges of inclusive HE. The study emphasizes the factors responsible for inequality in HE limiting fairness and social justice. The study discusses the critical aspects of inclusive HE for policy directives and new strategic actions. The study describes the essential concepts and dimensions of inclusiveness in HE which support the development of new policy directives, strategic actions at the institutional level and higher stakeholder engagement. Design/methodology/approach The study is a comprehensive review of the concept of inclusive HE. It attempts to explore the concepts of inclusive HE, its enablers and barriers based on a library search of an online database of Scopus. The research adopts the PRISMA model, an approach which is derived from healthcare studies which are inspired by a rigorous and systematic approach. Findings The findings conclude on the apprehension at the institutional policies and practices framework on accessibility, affordability and competence measurement. The study concludes country country-specific restrictions in addressing learners’ diversity and the dearth of financial support in the form of crowdfunding apart and scholarships are critical dimensions of HE, which is an unexplored area of research in higher educational studies. Practical implications Inclusive higher education (HE) advocates social justice with equal rights and opportunities for education, which has recognized the need for policies and practices to promote diversity, equity and inclusion in education. The multi-stakeholder engagement for curriculum and pedagogy development would address the challenge of diversity. Future studies can be directed at examining the campus climate and outcomes of inclusive education and devising an evaluation framework for universal inclusive HE. Originality/value The study brings out the drivers that restrict the fairness in the HE system. The paper discusses diverse literature and identifies the relevant gaps in the strategic orientation of inclusive HE. The research sets the context for understanding the concept of inclusivity in HE in totality through a comprehensive review of extant literature, which sets the direction for future policy directives to address the existing research gaps in the HE institutional framework.

Special Education in Brazil was constituted as a public policy in the midst of corporate-military domination. The educational guidelines produced in the face of the crisis of capital, organized by UNESCO/World Bank, from the 1990s onwards were key to proposing policies for educational inclusion in Brazil. We identified three generations of policies with an inclusive perspective in Brazil, highlighting the third, proposed in the Michel Temer (2016 – 2018) and Jair Bolsonaro (2019 – 2022) governments. We analyzed Decree No. 10,502 of 2020, which points to the resumption of segregated services, its privatist face, reducing public investments in public education networks, adjusting to the Education 2030 agenda. We examine the new arrangements of the forces that have traditionally acted in Brazil and that corroborate their entrepreneurialism. We present and analyze their forms of action and political links to meet privatist interests. We also demonstrate the disputes over the conception of an inclusive perspective for special education, until recently hegemonized by social-liberal thinking, focusing on the access and permanence of special education students to basic education in common classes of regular, complementary and non-substitutive or segregated education. The liberal-ultraconservative offensive of the "forces of tradition" has disputed the formulation of another consensus for the inclusive perspective in special education, which aggregates segregated and substitutive care, justified by the condition of students who need more comprehensive support. Such disputes characterize a conservative antagonism, in the same political field, expressing intra-bourgeois struggles.

The process of learning to improvise on a musical instrument is one that often provokes fear among music students, particularly at university. This article explores the existing research to better understand the intersection of teaching jazz improvisation with established strategies such as autonomy-supportive teaching and newer approaches like load-reduction instruction (LRI) emerging from cognitive load theory and self-determination theory (SDT). Although there is some research into the cognitive load of improvising, much of this is geared towards professional contexts, and further investigation into the burden of improvisation activities on students’ cognition is, therefore, much needed. Similarly, studies into motivation to engage in improvisation are also geared towards professional understanding, even though students’ motivation in learning to improvise as part of their studies has been shown to be influenced by different cultures surrounding jazz and jazz education programmes. With limited research, the motivations for studying improvisation are uncertain and spread across the literature, with a high degree of variability based on factors such as prior training and instructors’ and musicians’ goals. This narrative review will illuminate areas of the jazz improvisation pedagogy literature from which strategies can be extrapolated for use in the classroom to reduce the cognitive load of students and boost student motivation. In doing so, it will examine the relationship of these practices to broader understandings of how students are motivated to learn, suggesting avenues for exploration both in terms of teaching strategies and evidence-based approaches to better support the accessibility and inclusivity of jazz improvisation education.

Communication is a basic human need. However, people with physical disabilities, especially those who are deaf, mute, or both, face significant challenges in sharing and understanding information. Current options like sign language, lip-reading, and text-based communication either lack universal application or need expensive hardware, like sensor-equipped gloves. Additionally, many existing systems only work one way and do not support Indian Sign Language (ISL), which is essential in India. This paper introduces a real-time communication platform powered by AI to address these issues. The system uses Convolutional Neural Networks (CNNs) to recognize gestures. It also uses Natural Language Processing (NLP) for understanding spoken and written text, Automatic Speech Recognition (ASR) for voice input, and text-to-speech technology. It provides five communication methods: sign-to-text/speech, speech-to-ISL animation, speech-to-text, text-to-speech, and sign-to-text for mute users. The platform is built with open-source tools like MediaPipe, OpenCV, and Google TTS. It only requires a standard webcam and microphone, making it affordable and accessible. The system aims to enhance inclusivity in education, healthcare, workplaces, and public services by allowing real-time, two-way, and cost-effective communication.

LGBTQ+ inclusion in dietetics education is essential to fostering culturally safe and structurally responsive learning environments. Drawing on auto-theory informed by poststructuralism, I reflect on a piece of student feedback that described the LGBTQ+ content in my course as excessive and suggested that such excess denied discussion about other historically excluded groups. This feedback illustrates how cis-heteronormative assumptions shape expectations about what counts as appropriate, balanced, or necessary content in professional education. Using the queer expression "No T, no shade, no pink lemonade," I explore how power, discourse, and affect emerge in moments of discomfort and curricular critique. I consider how such moments offer opportunities for reflexivity and deeper attention to the norms that shape belonging, visibility, and legitimacy in professional training. This paper contributes to ongoing efforts to embed cultural safety into dietetics curricula in ways that are reflexive, relational, and justice-oriented.

Introduction: The rapid growth of digital innovation has reshaped higher education, making open and distance e-learning essential for accessibility and flexibility. This study focuses on the P-OUS (Peruse, Offer, Uphold, and Sow) Open Distance Learning Model implemented at Pangasinan State University – Open University Systems, highlighting its integration of science and technology to support graduate education in diverse fields.Objective: The purpose of this study is to assess the effectiveness of the P-OUS model by examining its relevance, resource adequacy, implementation quality, and program outcomes.Method: Guided by Stufflebeam’s CIPP evaluation framework, the study utilized a structured questionnaire distributed via Google Forms to students from the Doctor of Education, Master of Arts in Education, Master of Science in Fisheries, and Master in Development Management programs. Data analysis combined descriptive statistics for demographics, technology access, and satisfaction levels with thematic analysis of qualitative feedback on perceived barriers and experiences.Results and Conclusion: Findings indicate that the P-OUS model effectively promotes inclusive and flexible learning. Quantitative results show that 83% of students reported high satisfaction with course design and interaction, while 78% expressed positive engagement in collaborative learning. The overall mean satisfaction score of 4.32/5 reflects strong approval of learning flexibility and accessibility. However, challenges remain, including technical limitations (42%), pedagogical inconsistencies (31%), and personal time-management constraints (27%). The study concludes that the P-OUS model enhances learner inclusion, adaptability, and engagement in graduate online education. Sustainable implementation requires optimizing workload and assessment pacing, strengthening communication and faculty presence, expanding mobile-first and offline access.

Men’s participation in feminine professions such as teaching in children’s formative years in the Foundation Phase (FP) has opened possibilities for researching and rethinking tenets linked to education, disrupting images of stoicism and power surrounding masculinities. This paper reports on a qualitative participatory visual methodological study that explored six male FP teachers’ conceptualisation and practices of care in their schooling environment and how these influence their everyday lives. Using participatory visual method collaborative collage to generate data, results show that male FP teachers’ caregiving approaches, described as “Tenda-love”, challenge traditional masculinities by prioritising emotional connection, trust-building and non-violent discipline over authoritative control. However, despite their commitment to nurturing young learners, these teachers face societal scrutiny, gendered scepticism and assumptions that question their suitability for early childhood education. Their narratives highlight the tensions they navigate in a profession historically associated with femininity, shedding light on the broader implications for gender inclusivity in education. The findings call for the reimagining of masculinities in education, where men in caregiving roles are valued and supported rather than scrutinised and marginalised. Moreover, it further calls for teacher education programmes to actively promote gender-inclusive pedagogies that validate and encourage diverse expressions of care.

This study examined the role of English as intercultural pedagogy in Philippine higher education, focusing on faculty and student perceptions of its effectiveness in fostering global competence, intercultural dialogue, and inclusivity. Drawing on qualitative data from faculty and student responses, the findings reveal that English functions not only as a medium of instruction but also as a bridge to global competence. Both students and faculty emphasized that English enables access to international academic resources, scholarly networks, and intercultural exchanges, positioning learners within global conversations. English was also perceived as a pedagogical strategy, with faculty using it to integrate multicultural content, highlight diverse perspectives, and encourage dialogue. Students affirmed that classroom discussions in English fostered respect for cultural diversity and enhanced their appreciation of global issues. However, challenges were identified, including varying levels of English proficiency, overemphasis on grammar-focused teaching, and insufficient intercultural training for faculty. These systemic barriers limited the inclusiveness of instruction and hindered the transformative role of English in intercultural learning. Despite these limitations, participants suggested strategies such as integrating multicultural case studies, embedding local and global perspectives, employing interactive methods, and strengthening faculty development. The findings underscore that while English provides a vital communicative platform, its effectiveness depends on intentional pedagogical practices and institutional support. Thus, English, when framed beyond its technical function, emerges as a transformative tool for cultivating intercultural competence, global awareness, and inclusivity in higher education.

Abstract This study aims to report different representations of the second language (L2; Finnish) and tensions between these representations in the early childhood education and care (ECEC) context. The research data consists of six voice-recorded children’s ECEC plan meetings between Finnish ECEC teachers and language minority (LM) parents. Guided by a social constructionist approach, discourse analysis was used to examine the data. The results show four representations of the L2 emerged in the ECEC plan process discussions with LM parents: (1) L2 development as a natural process assumed to develop without instruction; (2) L2 development as less prioritized than L1 development, with emphasis on strengthening the mother tongue; (3) Insufficient L2 skills as an excuse for undesirable behavior, linking language difficulties to misconduct; and (4) L2 proficiency as a requirement for social and educational inclusion, wherein participation is seen to depend on L2 fluency. Therefore, it is very important to take LM parents’ concerns about their child’s educational progress into consideration and achieve a mutual understanding between parents and ECEC staff about how to collaborate, as well as support and facilitate children’s language development.