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Essential knowledge and skills of teachers in inclusive education, challenges and solutions:
A systematic review
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Mohammad Abdi1   , Mostafa Ghaderi *1 , Alireza Sadeghi1 , Mahdi Dastjerdi kazemi1 |
| 1- Faculty of Psychology and Educational Sciences |
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Abstract: (5 Views) |
Objective: This study aimed to examine the essential knowledge teachers need to respond to learner diversity, particularly students with special educational needs. Method: This study constitutes a systematic review of 20 years of research (2004-2024) on teacher education and preparation for implementing inclusive education in classroom settings. The search was conducted in the Web of Science and Scopus databases using the following keywords: “inclusive education,” “teacher education,” “teacher competence,” and “teacher knowledge.” Retrieved articles were screened through a two‑stage process. In the second stage, the methodological quality of the articles was assessed using the Mixed Methods Appraisal Tool (MMAT). Ultimately, 50 articles were selected for in‑depth analysis in this systematic review. Results: The analysis focused on three main areas: the essential components of teachers’ knowledge and skills in inclusive education, the challenges and barriers to its implementation, and the factors influencing it. In the knowledge domain, six components were identified: pedagogical and conceptual knowledge, adaptation and course design, knowledge of special needs identification, laws and policies, collaboration and participation, and cultural and social knowledge. In the skills domain, five components were identified: teaching practice skills, communication skills, classroom management skills, adaptation and flexibility skills, and collaborative skills. In the domain of challenges and barriers, five components were identified: structural barriers, socio‑cultural factors, teacher preparedness, attitudes and beliefs, and lack of time and opportunities. Additionally, five influencing factors were identified: school culture and attitudes, professional support, structural support, collaboration with family and community, and laws and policies. Conclusion: The review of the literature and the extracted components indicate that teacher education is increasingly moving toward a value‑based “inclusive pedagogy” approach. Within this framework, inclusive education is conceptualized not as a specialized or supplementary module but as a foundational theoretical framework for reforming teacher education programs and as an analytical lens for examining its practical implementation.
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| Keywords: Inclusive education, teacher education, teacher knowledge, inclusive pedagogy, systematic review |
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Full-Text [PDF 697 kb]
(9 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/10/11 | Accepted: 2026/06/23 | Published: 2026/06/5
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