The findings of the study have practical implications for the education sector, as they highlight the need for intensive training in higher education institutions to bridge the gap in understanding an

The gap

Consensus across the literature

Supporting evidence — 8 representative gaps

• Exploring Inclusive Mathematics Pedagogical Practices: A Case Study of Malaysian Primary School Teachers (2026) · doi

  International scholarship underscores 2.1 Inclusive Mathematics Education Inclusive mathematics education encompasses instructional practices designed to ensure that all learners, including pupils with diverse learning needs, can meaningfully engage in mathematical learning experiences (Moodley & Chetty, 2024). inclusive mathematics classrooms not only enhance equitable access to the curriculum but also cultivate positive mathematical identities, learner agency, and a sense of belonging (Beighton, 2024). Research further suggests that, when effectively implemented, inclusive mathematics environments support deeper conceptual understanding, the use of multiple encourage collaborative reasoning, and representations of mathematical concepts benefiting all pupils (Bessarab et al., 2023; Pokhrel et al., 2024). facilitate that In Malaysia, inclusive mathematics instruction is situated within the Ministry of Education Inclusive Programme which advocates for the integration of pupils with disabilities into mainstream classrooms, including mathematics instruction (Special Education Department, 2018). However, where appropriate implementation varies significantly across schools, shaped by differences in teacher preparedness, access to instructional resources, and institutional attitudes toward inclusion (Curriculum Development Department, 2017). While national policies articulate a clear vision for inclusive education, challenges persist in operationalizing these values within mathematics classrooms (Rosli et al., 2022). The subject’s traditional emphasis on standardization, procedural fluency, and rigid curriculum pacing often conflicts with inclusive pedagogical practices (Curriculum Development Department, 2017). These systemic tensions shape both the instructional realities and the pedagogical expectations placed upon mathematics teachers in inclusive educational settings (Lubis et al., 2021). 2.2 Pedagogical Approaches in Inclusive Mathematics Teaching Effective inclusive mathematics instruction necessitates the use of pedagogical strategies grounded in evidence-based frameworks, such as Universal Design for Learning (UDL) (CAST, 2018), Differentiated Instruction (DI), and instructional scaffolding (Jutte & Luken, 2020). UDL promotes flexible instructional pathways by incorporating multiple means of representation, engagement, and expression, thereby enabling diverse learners to access mathematical content through various http://ijlter.org/index.php/ijlter 586 modalities (Stasiunaitiene & Navaitiene, 2021). Differentiated instruction, by contrast, focuses on tailoring tasks, support mechanisms, and pacing to learners’ readiness levels, interests, and learning profiles (Rodrigues et al., 2022). Scaffolding techniques including guided questioning, structured modeling, visual aids, and the Concrete–Representational–Abstract (CRA) instructional sequence have also proven effective in supporting pupils with learning difficulties in mathematics (Cameron, 2025; Yakubova et al., 2020). These approaches help bridge the gap between learners’ existing knowledge and abstract reasoning, thereby facilitating conceptual understanding (Purwadi et al., 2019). Additionally, the use of multimodal instruction, manipulatives, and visual thinking tools enhances cognitive accessibility for pupils who struggle with symbolic representation and linear problem-solving processes (Miyauchi, 2020). Nevertheless, implementing these strategies requires careful instructional planning. Mathematics educators must align inclusive teaching practices with curriculum goals, ensuring that necessary adaptations maintain both task rigor and conceptual depth. Striking this balance remains a core pedagogical challenge in inclusive mathematics classrooms (Chuen et al., 2022; Haris & Khairuddin, 2021). 2.3 Teacher Professional Knowledge in Inclusive Mathematics Teaching Teacher professional knowledge is a critical determinant of effective inclusive mathematics teaching, particularly in classrooms that accommodate inclusive pupils. In inclusive mathematics settings, teachers are required to make informed instructional decisions that ensure accessibility while maintaining conceptual rigour and alignment with curriculum standards (Greenstein & Baglieri, 2018).

  Keywords: inclusive mathematics instructional pupils curriculum instruction education learning classrooms pedagogical learners mathematical conceptual teaching practices
• How Well does Pre-Service Teacher Preparation Align with Classroom Competency Expectations? Evidence from Northern Luzon, Philippines (2026) · 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.

  Keywords: teacher depth regions participants limited face provides valuable insights state education northern luzon several limitations
• EFFECTIVENESS OF SUPPLEMENTAL MATHEMATICS PROGRAM IN LOWER MATHAYOM AT SATRIWITHAYA SCHOOL, BANGKOK THAILAND (2026) · 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.

  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) · 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

  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) · 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:

  Keywords: learning developers professional https resource practice education journal educational support programs development instructional phenomenological international
• Parental assessment of SPED teachers’ practices in content adjustment and instructional support for learners with special educational needs (2026) · doi

  Based on the conclusions of the study, the following recommendations are offered. ⒈ Teacher professional development programs may be enhanced to focus on the integrated application of content adjustment and instructional support, including differentiated instruction, scaffolding, and assistive technology. ⒉ School administrators may provide resources and institutional support, including access to assistive technologies and instructional materials, to strengthen inclusive teaching practices. ⒊ Teacher education institutions may integrate inclusive education strategies more deeply into pre-service and in-service training, emphasizing the simultaneous application of adaptive instructional practices. ⒋ Educational policymakers may consider developing policies that support sustained funding for inclusive education programs and promote structured parent-teacher collaboration mechanisms. ⒌ Future researchers may expand the scope of the study by including larger and more diverse samples and incorporating qualitative approaches to gain deeper insights into instructional practices and stakeholder perspectives. REFERENCES Albert, J.R., Basillote, L., Alinsunurin, J., Vizmanos, J.F., Muñoz, M., & Hernandez, A.C. (2023). Sustainable development goal 4 on quality education for all: How does the Philippines fare and what needs to be done? Philippine Institute for Development Studies, 23(16), 1-64. https://doi.org/10.62986/dp2023.16 Alsolami, A., & Vaughan, M. (2023). Teacher attitudes toward inclusion of students with disabilities in Jeddah elementary schools. PLoS ONE, 18(1), 1-13. https://doi.org/10.1371/journal.pone.0279068 Beauregard, F. (2011). Practices adopted by parents of children with dysphasia in inclusive primary school. Exceptionality Education International, 21(3), 15-33. https://doi.org/10.5206/eei.v21i3.7680 Cadag, C.E. (2024). The effectiveness of individual performance commitment review form as an evaluation tool to improve teachers’ performance: Basis for technical assistance. International Journal of Multidisciplinary Applied Business and Education Research, 5(2), 724-747. https://doi.org/10.11594/ijmaber.05.02.30 Calumpang, M.A. (2025). Assessing the relationship between attitudes and self-efficacy of private school receiving teachers toward inclusive practices. International Journal for Research in Applied Science and Engineering Technology, 13(7), 1379-1401. https://doi.org/10.22214/ijraset.2025.73184 Carvalho, M., Cruz, J., Azevedo, H., & Fonseca, H. (2022). Measuring inclusive education in Portuguese schools: a questionnaire. Frontiers in Education, 7(812013), 1-9. and adaptation https://doi.org/10.3389/feduc.2022.812013 validation of Casinto, C.D. (2022). Does school climate matter in inclusive education? A case of instructional leadership in the Philippines. International Journal of Social Sciences and Educational Studies, 9(1), 91-106. https://doi.org/10.23918/ijsses.v9i1p91 Dapudong, R.C. (2014). Teachers’ knowledge and attitude towards inclusive education: basis for an enhanced professional development program. International Journal of Learning and Development, 4(4), 1–1. https://doi.org/10.5296/ijld.v4i4.6116 Espeño, S., Babiano, E.H., Bucoy, M.L.R., Busime, E.L., & Borja, J.M.A.D. (2024). Issues and challenges of implementing special education (SPED) curriculum in the Philippines: A systematic literature review. Jurnal Inovasi Pendidikan, 2(4), 195-205. https://doi.org/10.60132/jip.v2i4.390 Fabunan, S.H., & Cabal, E.M. (2025). School heads’ level of competence in the implementation of inclusive education. International Journal of Multidisciplinary Applied Business and Education Research, 6(2), 701–717. https://doi.org/10.11594/ijmaber.06.02.21 Fajardo, R.A., Goce, E.C., Balbutin, R.R., Matondo, F.L., Lozano, J.A., Sabunod, G.M.M., Sarangani, A.F. ., & Yamba, R. . (2025). The realities of inclusive teaching: Insights from seasoned teachers. British Journal of Special Education, 52(4), 646-658. https://doi.org/10.1111/1467-8578.70060 Gilmanov, S.A., Mironov, A.V., & Мищенко, В.А. (2024). Scientific-methodological knowledge and its development in the educational process. The Education and Science Journal, 26(1), 12-53. https://doi.org/10.17853/1994- 5639-2024-1-12-53 Gonzaga, N., Plan, L., & Aguipo, M. (2024). Readiness and challenges of general education teachers on the 8- education. Russian Journal, 12(1),

  Keywords: education https inclusive journal development international instructional school practices teachers teacher support including educational philippines
• ENHANCING TEACHER PREPAREDNESS FOR INCLUSIVE EDUCATION IN NIGERIAN CLASSROOMS: CHALLENGES, TRAINING MODELS, POLICY IMPACTS, AND LESSONS FROM PLATEAU STATE (2026) · doi

  On following the basis of recommendations are directed at specific institutional actors with primary responsibility for teacher education and inclusive education policy in Nigeria. The NERDC should undertake an immediate curriculum de-siloing exercise, mainstreaming inclusive pedagogy across all teacher education programmes rather than confining it to optional special education courses. This should include a mandatory minimum of one full academic year of inclusive education content within pre-service programmes, with practical field placements in diverse school settings as a graduation requirement. the NIGHTINGALE PUBLICATIONS AND RESEARCH INTERNATIONAL 2026 APR. NIJERD ISSN: 3027-1215 Vol. 12 NO. 8] l t n e m p o e v e D d n a h c r a e s e R l a n o i t a c u d E f o l a n r u o J l a n o i t a n r e t n l I e a g n i t h g N i 43 APR., 2026 NIJERD ISSN: 3027-1215 Vol. 12, NO. 8] NIGHTINGALE PUBLICATIONS AND RESEARCH INTERNATIONAL PUBLICATIONS AND RESEARCH INTERNATIONAL ] The Federal Ministry of Education, in collaboration with state governments, should establish regional Inclusive Resource Hubs equipped with a range of assistive technologies, staffed by specialist inclusive education practitioners, and accessible to in-service teachers across urban, peri-urban, and rural settings. These hubs should serve as both training centres and ongoing professional support structures. The National Assembly should fast-track the passage of an Inclusive Education Act that establishes legally enforceable standards for inclusive practice in schools, mandates minimum qualifications for teachers working with learners with disabilities, and creates an independent monitoring body with the authority to report publicly on compliance. The TRCN should introduce an Inclusive Educator Certification—a formally recognised professional credential for teachers who complete advanced inclusive education training—and work with the National Salaries, Incomes and Wages Commission to link this certification to tangible salary and promotion incentives. Without such incentives, the voluntary uptake of advanced inclusive training will remain limited. Finally, the Federal Ministry of Education should actively cultivate Public-Private Partnerships with domestic and international technology firms to fund the development and distribution of affordable assistive devices aligned with the Nigerian curriculum and adapted to the country's diverse linguistic and cultural contexts. Such partnerships should include provisions for teacher training in the use of these devices, ensuring that the acquisition of technology translates into improved instructional practice rather than underutilised equipment.

  Keywords: education inclusive international training teacher publications teachers curriculum across programmes rather include minimum service diverse
• Quantitative analysis of isolation, communication, and mobility among learners with special educational needs (2026) · doi

  Schools may strengthen inclusive education programs by implementing structured peer interaction, collaborative learning, and social participation activities that help reduce isolation among learners with special educational needs. Teachers may utilize learner-centered instructional strategies, peer-assisted activities, differentiated instruction, and inclusive classroom practices that encourage communication, participation, accessibility, and relationship-building among learners. School administrators may provide continuous professional development programs focusing on inclusive communication strategies, classroom accessibility, differentiated instruction, and learner support mechanisms to help teachers effectively address the diverse needs of learners with special educational needs. Parents, guardians, and other caregivers may actively participate in school-based inclusion programs and maintain regular communication with teachers to strengthen collaborative educational support for learners with special educational needs. Policymakers and educational leaders may utilize the findings in designing inclusive education policies, intervention programs, and accessibility initiatives that prioritize communication development, social participation, emotional inclusion, and learner belongingness within educational environments. Teacher education institutions may strengthen pre-service and in-service teacher preparation programs focusing on inclusive pedagogy, communication support strategies, accessibility accommodations, and learner-centered educational practices for diverse learners. Future researchers may conduct similar studies involving larger and more diverse populations and explore additional variables such as academic performance, emotional well-being, peer relationships, instructional strategies, and inclusive learning outcomes to further understand the factors influencing belongingness among learners with special educational needs. REFERENCES Al-Ahmed, T. H. (2025). Challenges facing special educational needs (SEN) teachers when communicating with the parents of children with disabilities (CWDS) from the perspective of teachers. SAGE Open, 15(3), 1–15. https://doi.org/10.1177/21582440251365760 Ampofo, J., Bentum-Micah, G., Qian, X., Sun, B., & Asumang, R. M. (2025). Exploring the role of teacher empathy in student mental health outcomes: A comparative SEM approach to understanding the complexities of emotional 557 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) support 15. https://doi.org/10.3389/fpsyg.2025.1503258 educational in settings. Frontiers in Psychology, 16(1), 1- Asakavičiūtė, V., Grincevičienė, V., Targamadzė, V., & Sederevičiūtė-Pačiauskienė, Ž. (2024). Experiences of youth studying together with class

  Keywords: educational inclusive learners needs programs special teachers communication education learner strategies accessibility support strengthen peer