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Inclusive Dimensions of quality of educational processes: primary teachers’ perspectives

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  • ISRAEL KIBIRIGE

    (Department of Mathematics Science & Technology Education, (DMSTE), University of Limpopo, South Africa)

Abstract

Teachers play an important role in enhancing Inclusive Education (IE). This study explored primary teachers’ perceptions of inclusive dimensions of quality educational processes and examined how these perceptions informed their classroom practices. Semi-structured interviews in a qualitative approach were conducted to understand how teachers enacted IE implementation, pedagogy, and assessment. Thematic analysis revealed four themes: (w)holistic purpose teaching, thematic teaching, blended instructional methods, and localised and contextualised assessment. Teachers demonstrated a strong awareness of inclusive principles and applied them consistently, focusing on learners’ cognitive, physical, and spiritual development. The use of contextualised blended learning assessment contributed to high academic performance in Grade Seven. These findings show the potential of teacher-driven inclusive practices in promoting equitable learning outcomes which aligns with Sustainable Development Goal 4.

Suggested Citation

  • Israel Kibirige, 2026. "Inclusive Dimensions of quality of educational processes: primary teachers’ perspectives," Social Sciences and Education Research Review, Department of Communication, Journalism and Education Sciences, University of Craiova, vol. 13(1), pages 453-464, June.
    • Handle: RePEc:edt:jsserr:v:13:y:2026:i:1:p:453-464
    DOI: 10.5281/zenodo.21207756
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    JEL classification:

    • Z0 - Other Special Topics - - General

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