This article examines the leadership strategies used by school principals to manage inclusive education for students with special educational needs. Based on a systematic review of 25 articles from top academic journals (2021-2025), the research highlights the key role principals play in promoting inclusivity in schools. Findings show that effective leadership practices, such as transformational leadership, community involvement, and resource allocation, significantly enhance the success of inclusive education. Principals who foster a culture of support and high expectations for teachers contribute to better educational outcomes for special educational needs students. The study also emphasizes the importance of collaboration between teachers, parents, and external organizations in supporting inclusive practices. However, the research identifies challenges that principals face, such as limited resources and managing diverse learning needs. Professional development and ongoing training for educators are crucial for overcoming these barriers. The article concludes that while character-driven leadership centered on integrity, empathy, and ethical decision-making plays a positive role in building an inclusive school environment, it must be balanced with practical strategies to address operational challenges. Effective leadership is essential for creating a sustainable, inclusive educational environment that meets the diverse needs of all students.

The multifaceted nature of tribes, cultures, languages, and religions present in Indonesia engenders a pluralistic social reality among its populace. This scenario necessitates a to facilitate the harmonious navigation of diversity. The objective of this research is to elucidate the concept of pluralism within the Islamic teaching framework and to evaluate its pertinence within the realm of multicultural education. The research employs a qualitative methodology, characterized by a library research approach. Data were acquired through a documentation methodology that encompassed literature reviews from Google Scholar academic databases and nationally indexed SINTA journals, utilizing sampling techniques designed to identify pertinent sources published in the preceding decade. The results indicate that the notion of pluralism in Islamic teachings is robustly endorsed by theological principles derived from the Qur'an and Hadith, encompassing the teachings of ta'aruf, la ikraha fi al-din, and the universal concept of ummat. The tenets of Islamic pluralism, including tasamuh, tawazun, i'tide, and ukhuwah, exhibit substantial congruence with the objectives of multicultural education. The operationalization of these principles within the educational sphere can be realized through an integrative curricular approach, the establishment of an inclusive educational environment, and the proactive engagement of educators. In conclusion, when Islamic teachings are interpreted in a comprehensive and contextual manner, they furnish a robust foundation for fostering a peaceful and harmonious communal existence, as well as providing a strategic basis for enhancing multicultural education in Indonesia.

ABSTRACT This study examines the association between Argentina’s Integral Sexual Education Law (ESI) and headteachers’ interventions in adverse school experiences in primary schools. Using a school-level panel dataset from the APRENDER national assessments (2018, 2021, and 2023), covering over 600,000 students and approximately 20,000 schools per wave, we analyse how different ESI implementation strategies relate to reported interventions. For this purpose, we employ fixed-effects panel regressions to account for time-invariant school characteristics. The results indicate that ESI implementation is associated with a higher likelihood of headteachers’ interventions, particularly when delivered through dedicated modules in special classes by regular staff or external specialists. These findings are consistent with the interpretation that comprehensive sexuality education may foster greater recognition and reporting of problematic situations. Overall, the results highlight the potential role of ESI in shaping school responses and contribute to addressing gaps in the evidence on the societal impacts of sexual education programmes. PRACTICE IMPACT STATEMENT This study highlights how comprehensive sexuality education (CSE), when effectively implemented, can reduce students’ experiences of violence, discrimination and harassment. By identifying key mechanisms – such as increased emotional literacy, recognition of abuse, and improved school climate – these findings provide actionable insights for educators, policymakers, and school administrators seeking to foster safer and more inclusive educational environments. The evidence supports strengthening CSE programmes, particularly in rural or religiously influenced areas, where barriers to implementation are more pronounced.

This research was motivated by the low ability of second-grade autistic students at SLB Negeri 2 Pasuruan City to recognize and correctly name body parts. The main focus of the research was to evaluate the effect of using Canva-based animated posters on improving these competencies. Using a quantitative approach with the Single Subject Research (SSR) method through an A-B-A design, the research stages included initial observation, intervention, and ability evaluation. Data were collected through a performance test instrument that was measured repeatedly. The results showed a significant improvement in the subjects' abilities; in the initial baseline phase (A1), the average score was only 27.5%, then jumped to 64.2% during the intervention phase (B), and remained stable and high in the second baseline phase (A2) with an average of 76.6%. These findings demonstrate that dynamic visual media can attract attention and facilitate cognitive information processing in children on the autism spectrum. The main conclusion states that integrating animated posters into learning is very effective in helping students recognize body parts in a concrete and enjoyable way. This innovation makes a significant contribution to the development of adaptive instructional media in special schools, while also demonstrating that a structured visual approach can bridge communication and understanding barriers for students with special needs, optimally supporting their independent self-identification in an inclusive, integrated, and comprehensive formal education environment.

BackgroundUnderstanding the career motivations and stress experiences of Generation Z (born after 1997) nursing students is essential for developing effective recruitment, retention, and support strategies in nursing education. Despite global evidence on career motivation in healthcare, limited research has examined these factors within the Canadian context, particularly in the province of New Brunswick.PurposeThis study aimed to assess the factors influencing Generation Z nursing students' decisions to pursue nursing as a career, examine sociodemographic differences in these factors, and explore associations between sociodemographic variables and perceived stress levels.MethodsA cross-sectional survey was conducted among undergraduate nursing students in New Brunswick, Canada (n = 261). Data were collected using the validated Healthcare Career Choice Scale and a single-item stress measure. Descriptive and inferential statistics were performed to explore relationships between career choice factors, sociodemographic variables, and stress levels.ResultsStudents were primarily motivated by intrinsic and social utility values, including working with patients, professional growth, and contributing to society. Significant sociodemographic differences were observed across gender, age, race/ethnicity, origin, and educational background. Participants reported moderate to high stress levels; however, stress was not significantly associated with any sociodemographic variables.ConclusionFindings highlight the predominance of altruistic and socially driven motivations among Generation Z nursing students and the need for supportive, inclusive, and wellness-oriented educational environments. Addressing structural and psychosocial barriers may enhance student well-being, retention, and long-term workforce sustainability.

The article examines the transformation of inclusive educational environments under the influence of digital technologies and STEM approaches, particularly through the integration of artificial intelligence (AI) tools. The author emphasizes that combining practice-oriented learning with generative and adaptive AI systems allows for the creation of flexible educational trajectories that consider the individual needs of students with visual, auditory, speech, or cognitive impairments. The theoretical basis of the study relies on the analysis of both domestic and international experience, demonstrating a shift from a purely disciplinary focus in STEM to the development of an inclusive culture, social competencies, and soft skills. Special attention is given to the functional capabilities of adaptive platforms and intelligent assistants that ensure accessibility of STEM education for students with special educational needs (SEN). These tools can automatically generate subtitles, provide text-to-speech support, create tactile models, offer dynamic prompts during laboratory tasks, and develop personalized corrective learning paths. Both international and domestic studies confirm that the use of AI assistants enhances students’ motivation, engagement, and learning outcomes, reduces communication barriers, and promotes socialization. At the same time, the effectiveness of AI integration is limited by several factors, including insufficient technical infrastructure, the lack of Ukrainian-language localizations of STEM resources, and ethical risks related to data privacy. Successful implementation of AI requires a comprehensive approach that combines digital tools with traditional teaching methods, ensures personalized learning, develops cognitive and social skills, optimizes routine teacher tasks, and fosters an inclusive culture in STEM schools. Therefore, AI serves as a catalyst for the development of inclusive STEM education, enhancing accessibility, quality, and efficiency, while its implementation must be based on the synergy between technology and pedagogical expertise.

The study evaluates the impact of inclusive education programmes on the academic achievement of marginalised school going children in Epupa constituency. The study sought to examine how inclusive education influences the academic performance of children who are typically disadvantaged due to socio-economic status, ethnicity, disabilities, or other marginalising factors. A sample of approximately 25 participants was selected from five primary schools within the Epupa circuit using purposive and snowball sampling. Empirical evidence from this study suggests that inclusive education had a significant positive impact on the academic achievement of marginalised school-going children. The study suggests that when inclusive programmes are properly implemented, learners demonstrated improved academic performance, increased engagement, and higher self-esteem. However, the implementation of inclusive education is impeded by a multifaceted array of structural and systemic constraints, most notably a critical deficit in specialized pedagogical training and essential infrastructure. The research called for greater investment in resources, teacher training, and policy development to ensure that inclusive education can reach its full potential in supporting marginalised school children and promoting equity in education. The findings provide important insights for policymakers, educators, and stakeholders committed to creating more inclusive educational environments for all children.

The article analyzes the pedagogical conditions for the development of inclusive education in the higher education system. The study focuses on the formation of an inclusive educational environment, the enhancement of teachers’ professional competence, the adaptation of curricula, and the application of modern educational technologies. Special attention is given to an individualized approach to teaching students with special educational needs and to the organization of psychological and pedagogical support. Based on the analysis of national and international experience, key directions for improving inclusive education in higher education institutions are identified.

The research investigates how Learning Management System implementations affect educational equality and environmental sustainability at a South African rural university. The research investigates two main objectives: identifying all significant challenges undergraduate students face and evaluating the effectiveness of digital learning technologies in creating inclusive educational environments. The researchers used a postpositivist qualitative approach to collect data through semi-structured interviews with 15 undergraduate students who represented different faculties and academic levels. The researchers used thematic analysis to understand student experiences. The research results show two distinct ways in which the system helps and creates obstacles for users. The Learning Management System enabled students to access learning resources, which allowed them to learn at their own pace while maintaining their educational progress. The system provided advantages, despite digital infrastructure limitations, digital literacy gaps, and socioeconomic division among users. Students explained to the researchers that digital platforms increase existing inequalities because institutions fail to provide students with essential support. The additional research results demonstrate that implementing solutions aligned with cultural practices and maintaining data privacy protects student participation in educational activities. The study demonstrates that higher education institutions can achieve sustainable development through digital learning systems, which they should implement together with social inclusion initiatives and institutional development programmes. Digital learning technologies will create structural barriers to access because educational institutions lack proper equity-focused policies and dedicated funding programmes. The research presents student perspectives from a marginalised higher education background to examine how digital learning affects educational equity in the context of sustainable development.

Students with intellectual disabilities frequently encounter cognitive and adaptive learning barriers that require structured, visual, and personalized instructional support within inclusive education environments. Despite the rapid advancement of artificial intelligence (AI) technologies in education, limited studies have examined the pedagogical potential of AI-supported design platforms such as Canva for adaptive learning in this population. This study aims to analyze the role of AI-based Canva as an adaptive learning medium for students with intellectual disabilities through a systematic literature review combined with thematic analysis of recent research on AI integration, visual learning media, and inclusive instructional practices. The findings indicate that AI-supported Canva facilitates material simplification, multimodal visualization, and flexible content personalization that enhance student engagement, conceptual understanding, and accessibility of learning materials while supporting teachers in implementing differentiated instruction. In addition, the platform contributes to improving instructional efficiency and promoting inclusive learning environments when supported by adequate pedagogical planning and digital literacy competencies. This study contributes to the literature by proposing a conceptual framework for integrating AI-based Canva as an adaptive visual learning medium in inclusive education contexts and provides practical guidance for educators and policymakers in designing accessible technology-enhanced instruction for students with intellectual disabilities.

This extended study entitled “Cartographies of Resilience: Agroecology as a Transgressive Episteme in Inclusive Teaching Praxis” seeks to unveil and understand agroecological principles in order to enhance teaching performance and foster systemic thinking among students in San Carlos, Cojedes State. An interpretive paradigm is adopted within a qualitative approach, centered on the phenomenological method, with the support of hermeneutics as an auxiliary integrative component that will validate the constructions and interpretations of the key informants, who will consist of three (3) teachers from educational institutions in the municipality of San Carlos, Cojedes State. The findings enabled the development of a holistic and avant-garde theoretical corpus that positions agroecology as an episteme for meaningful learning in inclusive educational environments, transforming teaching praxis.

The article highlights the experience of training vocational education teachers to manage educational activities. Based on an analysis of the professional standard «Teacher of Vocational Training», the professional competencies, practical skills, and abilities of the educator are presented through the stages of the educational management cycle: planning, organization, motivation, control and correction. A model for transforming the traditional professional competencies of vocational education teachers – those involved in managing the educational process within vocational education institutions – into modern innovative competencies is proposed. The structure and content of the «Management of Educational Activity» academic subject for undergraduate students in professional education are characterized. The first module, «Education as an Object of Management», introduces students to the tiered system of educational management in Ukraine, the legal framework, principles of state policy in educational management, and the management system of educational institutions. The second module, «Management of Educational Activity in a Vocational Education Institution», focuses on the concept of educational activity and its content, alongside the core levels of management within a vocational institution (strategic, tactical, operational, and control-analytical levels). A wide range of pedagogical technologies used during the implementation of this module is characterized, including game-based technologies, the project method, situational modeling technology, and problem-based learning. The third module, «Management of the Educational Environment», introduces students to the components of a modern inclusive educational environment, resource management principles, the socio-communicative aspects of management, foundations of constructive interaction, management of innovative processes, and educational quality assurance. The conclusion emphasizes the relevance of the «Management of Educational Activity» discipline amidst the transformation of the vocational teacher’s role from a «knowledge translator» to a «manager of the educational process».

This qualitative research study aimed to examine the problems faced by teachers and practitioners in implementing inclusive education while teaching language to children with autism in an EAP classroom. Data were collected through thirty semi-structured interviews (n = 30) from experienced instructors currently working with autistic children and then qualitatively analysed by employing thematic analysis. The thematic analysis helped to codify the whole data into eight different categories i.e., Cognitive processing delays,Social skills deficits, Behavioural issues, lack of fine-motor skills, lack of gross-motor skills, language learning issues, importance of games play, and family & peer roles. Findings reveal that traditional teaching methods are often ineffective, prompting educators to adopt innovative approaches that incorporate play, sensory activities, and parental involvement. The research underscores the importance of creating a supportive and inclusive educational environment that accommodates the unique learning needs of children with ASD. By examining the experiences and strategies of educators in Abbottabad, this study contributes valuable insights into the challenges and opportunities in teaching English to autistic children, offering implications for practice and future research.

The introduction to adapted physical education (APE) course is essential for preparing future physical education teachers. Given the expanding scope of required content, there is a growing need for physical educators who are prepared to foster inclusive environments. However, the limited hours of a single APE course often leads to challenges in providing comprehensive instruction. To address this issue, the infusion model offers a potential solution by integrating APE content across various physical education teacher education (PETE) courses. This model promotes a more holistic approach by distributing essential topics over multiple courses, allowing for greater depth and interdisciplinary connections. This article proposes strategies for distributing APE content across PETE courses and highlights the importance of collaboration in ensuring comprehensive preparation for teachers in physical education. These efforts are crucial for developing future teachers that can meet the diverse needs of all students and to ensure an inclusive physical educational environment.

This study aims to examine the dynamics of flourishing among teachers at YPAC Palembang, including its characteristics, influencing factors, and impacts on teachers’ personal and professional lives. A qualitative, phenomenological design was employed to explore teachers’ lived experiences of flourishing. Data were collected through in-depth interviews and participant observation involving (n = 3) teachersselected through purposive sampling. The findings indicate that flourishing among teachers is characterized by gratitude, a strong sense of meaning in their work, positive social connectedness, and the ability to develop personal potential despite various limitations and challenges. Factors influencing flourishing include social support from colleagues and family, religiosity, an inclusive work environment, and intrinsic motivation in fulfilling their roles as educators. The impacts of flourishing are reflected in increased life satisfaction, emotionalstability, harmonious social relationships, and improved teaching quality and professional commitment. This study concludes that flourishing among teachers is a dynamic process involving a balance between personal, social, and professional aspects that interact and reinforce one another. These findings highlight the importance of creating supportive and inclusive educational environments to promoteteacher well-being and optimal performance, particularly in inclusive education settings.

ABSTRACT Teachers and administrators increasingly turn to artificial intelligence (AI) technologies that promise to automate complex tasks in special education, from generating Individualised Education Programs (IEPs) to providing behavioural recommendations. Drawing on interviews with 32 special education professionals across Beijing, Shanghai, and Guangzhou, this study examines the hidden labour and professional expertise required to sustain supposedly ‘automated’ special education technologies. Findings reveal three key patterns: extensive ‘repair work’ needed to make AI-generated IEPs educationally appropriate; persistent tensions between algorithmic recommendations and professional judgement; and substantial invisible labour required to maintain inclusive educational environments within technologically mediated practice. Rather than reducing professional workload, these technologies intensify demands for contextual adaptation, ethical decision-making, and advocacy work. The study demonstrates how the apparent automation of special education depends fundamentally on unrecognised human expertise, challenging efficiency narratives that dominate policy discourse. These findings highlight the need for more realistic approaches to technology integration that acknowledge and value the irreplaceable role of professional judgement in special education contexts.

Education is a fundamental right; however, Metro City faces an anomaly where 526 children remain out of school (ATS) despite achieving a "Very High" Human Development Index (HDI). This study aims to identify the root causes of Out-of-School Children (OSC) and formulate integrated management strategies. The methodology employs a qualitative approach, utilizing the Urgency, Seriousness, and Growth (USG) method for priority analysis and a Fishbone Diagram for root cause identification.The findings indicate that family economic status is the primary determinant (highest USG score of 14), where poverty remains the driving force behind children leaving school in Metro City. Other contributing factors include early marriage, limited accessibility for people with disabilities, and an unconducive school climate resulting from bullying. The discussion emphasizes the necessity of implementing policies based on human capital theory and social ecology to foster an inclusive educational environment. The study concludes that addressing OSC in Metro City requires simultaneous rather than fragmented policies. The proposed recommendation is the enactment of a Metro Mayoral Regulation on the Regional Action Plan for Handling Out-of-School Children (RADPATS). The regulatory substance should focus on: Strengthening social protection through the validation of the National Socio-Economic Single Data (DTSEN) to ensure targeted distribution of aid, such as the Kartu Metro Bahagia; Enhancing educator competence to establish Child-Friendly Schools (SRA); and Integrating OSC management programs into regional planning documents (RPJMD/RKPD) by involving a pentahelix of stakeholders.

The paper considers effective ways of teaching for children with special educational needs, aimed at creating an inclusive educational environment. Special attention is paid to the analysis of methods and technologies that help ensure accessibility of education for children with various physical, mental and emotional characteristics. The paper discusses in detail individual approaches, the use of multimedia and sensory technologies, as well as methods for adapting educational materials. The article examines examples of successful practices demonstrating the successful application of these methods in educational institutions. The practical part includes experimental research, interviews with teachers and specialists, as well as the development of recommendations for further improvement of the educational process. The results of the work emphasize the importance of inclusive education and the need to use a variety of approaches to effectively educate children with special needs, which contributes to their social integration and development.

A diverse, equitable, and inclusive nursing curriculum: A qualitative thematic analysis of faculty and student perceptions.

This study explores the relationship between medical students' sense of belonging and perceived learning climate in clerkships, how these perceptions vary across clinical departments, and how students describe the interplay between belonging and learning climate. A mixed-methods approach with an explanatory sequential design was used among medical students at Maastricht University. Quantitative data from 6,434 program evaluation questionnaires completed between December 2014 and January 2020 were retrospectively analyzed to assess the relationship between belongingness and learning climate. Thematic analysis of narrative questionnaire responses and one focus group provided further insights into students' experiences. Data were integrated at the analytic and interpretation stages toward a conceptual model. The mean (SD) belongingness score was 3.90 (1.13). The mean (SD) learning climate score was 7.62 (1.72). A positive correlation between belongingness and learning climate was found (r = 0.693, P < .001). Significant differences were observed among clinical departments, with the family medicine department scoring highest on both measures. Having a meaningful role enabled by various stakeholders, such as residents, nurses, and consultants, was identified as key to enhancing both belongingness and learning climate. Students conceptualized a meaningful role as being allowed active participation in patient care and having genuine interest shown in them. Students' sense of belonging and perceived learning climate are closely intertwined and shaped by the degree to which students are given meaningful roles in clinical practice. This underscores the importance of intentional engagement strategies by the broader health care team and educational administrators to foster an inclusive educational environment and promote active student participation. Roster planning can support this by scheduling learning opportunities. Faculty development should focus on supporting student learning, fostering personal engagement and open dialogue, and providing meaningful feedback. Students themselves are encouraged to actively seek meaningful ways to contribute in clinical settings.