The impact of teacher competence and infrastructure support on student outcomes in inclusive education

The gap

Evidence profile

Sourced from the recommendations and limitations and stated challenges and future-work section of the source papers, classified as general, spanning 7 journals.

Supporting evidence — 8 representative gaps

• EFFECTIVENESS OF SUPPLEMENTAL MATHEMATICS PROGRAM IN LOWER MATHAYOM AT SATRIWITHAYA SCHOOL, BANGKOK THAILAND (2026) · Asian Research Journal of Education · doi

  To further improve both effectiveness and sustainability of this initiative, several recommendations are put forth: 1. Sustain and Expand the Program: It is advisable for the school to continue with this supplemental mathematics program while also exploring opportunities to extend it to additional grade levels so more students can benefit. 2. Diversify Assessment Strategies: Enhancing the grading process by incorporating various assessment methods—including written assignments, projects, and performance-based evaluations—will ensure fairer evaluations beyond just oral participation. 3. Enhance Learning Environment Support: Strengthening support within the learning environment could involve providing more structured study spaces along with extra academic assistance for those who might face challenges outside school. 4. Continuous Teacher Training: Ongoing professional development opportunities should be offered for teachers focused on innovative teaching techniques, differentiated instruction approaches, and effective technology integration in their classrooms. 5. Increase Use of Interactive and Digital Tools: Further incorporation of multimedia resources alongside digital platforms could make lessons more engaging and accessible for all types of learners. 6. Encourage Parental Involvement: Building stronger connections between school initiatives and home environments would benefit from encouraging parents to actively support their children’s learning experiences by creating conducive study environments at home. 7. Regular Monitoring and Evaluation: Conducting periodic assessments will help identify strengths as well as areas needing improvement within the program to ensure ongoing enhancement in quality. 468 https://ojs.myeduheart.com/index.php/arje EduHeart Knowledge Network and Publishing, Inc. Asian Research Journal of Education, 2026 E-ISSN: 3028-0842 P-ISSN: 3028-0834 Vol. 3 No. 2 DOI: https://doi.org/10.66206/eduheart.2026.297 8. Address Individual Differences: Emphasizing personalized instruction tailored to varying learning styles can cater effectively to diverse abilities among students. By implementing these recommendations thoughtfully, there exists potential for optimizing this supplemental mathematics program further while ensuring lasting positive effects on students' academic performance along with their overall learning experiences. REFERENCES National Council of Teachers of Mathematics (2018). Principles to Actions: Ensuring Mathematical Success for All. National Council of Teachers of Mathematics (2019). Research on supplemental mathematics instruction and student achievement. National Center for Education Statistics (2017). The Condition of Education. National Center for Education Statistics (2018). Reports on mathematics achievement terminology comprehension. and National Bureau of Economic Research (2019). Studies on supplemental education programs and academic performance. National Association for Bilingual Education (2019). Research on bilingual education academic achievement. and Joyce, B., & Andi, M. (2017). Supplemental instruction and inclusive learning strategies.

  generalrecommendations
  Keywords: education mathematics learning national supplemental program academic instruction further school students performance support teachers achievement
• Modern Educational Supervision, Teachers' Morale and Competence in Cluster 3 in Calamba City (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings summarized and the conclusions drawn, several recommendations are hereby offered. Learners are encouraged to actively participate in school and classroom activities that foster collaboration, creativity, and critical thinking, as guided by competent and well-supervised teachers. They should also maximize opportunities provided by their teachers and school heads, such as mentoring programs, remedial sessions, and student leadership activities, to further improve their academic performance and holistic development. Teachers, on the other hand, may continue enhancing their professional competence by attending relevant trainings, seminars, and workshops aligned with the Philippine Professional Standards for Teachers (PPST). They are likewise encouraged to strengthen collaboration and collegiality through sharing best practices and mentoring colleagues, while maintaining open communication with school heads to address morale-related concerns such as workload balance and recognition of efforts. Furthermore, teachers may innovate instructional practices that sustain learner engagement and inclusivity in the classroom. School heads are advised to sustain and further improve modern educational supervision practices by providing structured professional development programs and regular performance feedback sessions. They should also enhance participatory decision-making by involving teachers in planning, policy-making, and evaluation activities, ensuring that their voices are valued. In addition, recognizing and rewarding teacher accomplishments 783 ISSN: 3116-3475

  generalrecommendations
  Keywords: teachers school activities heads professional practices encouraged classroom collaboration mentoring programs sessions further improve performance
• Dynamics and fulfillment of learning resource development: A phenomenological study (2026) · International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) · doi

  Based on the findings and conclusions of the study, the following recommendations are proposed: 1. Educational institutions and school leaders may strengthen support systems that provide clear guidelines, collaborative opportunities, and efficient workflows for learning resource developers. 2. School administrators and policymakers may promote supportive and creative environments that encourage collaboration, reflective practice, and professional engagement among learning resource developers. 3. Curriculum developers and education policymakers may review and enhance policies to ensure responsiveness to the experiences and professional needs of learning resource developers. 4. Teacher education programs and professional development providers may implement training programs focusing on instructional design, reflective practice, creativity, and professional growth. 5. Schools and educational divisions may establish collaborative communities of practice to encourage knowledge sharing, peer support, and continuous improvement in instructional material development. 6. Educational institutions may implement developmental support programs that include mentoring, professional development workshops, and recognition initiatives to sustain the growth and well-being of learning resource developers. REFERENCES Abraham, D., & Padmakumari, P. (2024). A methodological framework for descriptive phenomenological research. Western Journal of Nursing Research, 47(2), 125–134. https://doi.org/10.1177/01939459241308071 Ainin, M. J. D., & Bauyot, M. M. (2024). Quantifying the impact of teachers instructional practice and ICT technology integration on teachers’ readiness level in the 21 st century. International Journal of Research Publications, 149(1). https://doi.org/10.47119/ijrp1001491520246521 Báez-Bargellini, G., & Meneses, A. (2023). Multiliteracidad en la asignatura de Lenguaje. Ocnos Revista De Estudios Sobre Lectura, 22(2). https://doi.org/10.18239/ocnos_2023.22.2.346 Chang, C., & Wang, Y.-H. (2021). Using phenomenological methodology with thematic analysis to examine and reflect in MOOCs. Education Sciences, 11(5), 203. instructors’ experiences commonalities of on https://doi.org/10.3390/educsci11050203 Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. Valle & M. King (Eds.), Existential phenomenological alternatives for psychology (pp. 48–71). Oxford University Press. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. 521 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) Crowther, S., & Thomson, G. (2020). From description to interpretive leap: Using philosophical notions to unpack and surface meaning in hermeneutic phenomenology research. International Journal of Qualitative Methods, 19. https:

  generalrecommendations
  Keywords: learning developers professional https resource practice education journal educational support programs development instructional phenomenological international
• How Well does Pre-Service Teacher Preparation Align with Classroom Competency Expectations? Evidence from Northern Luzon, Philippines (2026) · International Journal of Learning, Teaching and Educational Research · doi

  While this study provides valuable insights into the state of teacher education in Northern Luzon, several limitations must be acknowledged. First, the qualitative nature of the research, while providing depth, limits the generalizability of the findings to the entire Philippines. The perspectives gathered are specific to the context of regions 1 and 2 and the Cordillera Administrative Region and may not fully capture the unique challenges faced in other regions. Second, the data is based on the perceptions and self-reports of the FGD participants. While these stakeholders are experts in their respective fields, their views are subjective. The study did not include direct classroom observations or quantitative analysis of student outcomes, which could provide a more objective measure of the impact of pre-service teacher preparation. Third, the participant pool, while diverse in terms of agency representation, was limited in number. A larger sample size, including more voices from private TEIs, parents, and students, could have provided a more comprehensive picture. Finally, the reliance on online FGDs may have limited the depth of interaction and rapport among participants compared to face-to-face discussions.

  generallimitationsevidence 5/5
  Keywords: teacher depth regions participants limited face provides valuable insights state education northern luzon several limitations
• EDUCAÇÃO INCLUSIVA E EQUIDADE NO AMBIENTE ESCOLAR DESAFIOS E POSSIBILIDADES PARA UMA APRENDIZAGEM SIGNIFICATIVA (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  The study identifies challenges in promoting equity in schools, such as the need for investments in teacher training and revision of pedagogical practices. The research highlights the importance of recognizing individual differences and offering resources and pedagogical strategies compatible with the needs of each student. The study emphasizes the need for a collective commitment from managers, teachers, families, and the school community to build an inclusive school.

  generalstated challengesevidence 5/5
  Keywords: study identifies challenges promoting equity schools need investments
• Kesiapan sekolah dalam implementasi pendidikan inklusi: kesenjangan kompetensi guru dan infrastruktur pada sekolah islam terpadu (2026) · JRTI (Jurnal Riset Tindakan Indonesia) · doi

  Future studies should analyze the impact of teacher competence and infrastructure support on student outcomes in inclusive education. Future studies should explore the effectiveness of different training programs for teachers in improving their competence in implementing inclusive education. Future studies should examine the role of the government in supporting schools to implement inclusive education.

  generalfuture-work sectionevidence 4/5
  Keywords: future studies analyze impact teacher competence infrastructure support
• The Effectiveness of Inclusive Education Strategies: Towards Developing English Language Learning for Students with Disabilities in Jordan (2026) · International Journal of Academic Research in Progressive Education and Development · doi

  Further research is needed to explore the long-term effects of inclusive education strategies on students with disabilities. Studies should investigate the impact of teacher training and resource provision on the effectiveness of inclusive education strategies. Research should also examine the challenges and limitations of implementing inclusive education strategies in different cultural and educational contexts.

  generalfuture-work sectionevidence 4/5
  Keywords: further research needed explore long-term effects inclusive education
• Inkludering for alle: Korleis lærarar arbeider individuelt og kollektivt for å utvikla inkluderande praksis i grunnskulen (2026) · Nordisk tidsskrift for pedagogikk og kritikk · doi

  Future research should investigate how teachers can work together to promote inclusive practices. The study suggests that further research is needed on the barriers and challenges that teachers face in developing inclusive practices. The paper recommends that future research should explore the impact of leadership and school-owner responsibility on professional learning communities and inclusive practices.

  generalfuture-work sectionevidence 4/5
  Keywords: future research investigate teachers work together promote inclusive

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