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Teacher Competency in Practicing Inclusive Education: A Systematic Review

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Title: Teacher Competency in Practicing Inclusive Education: A Systematic Review
Language: English
Authors: Dewi Ratih Rapisa, Hermanto Hermanto, Suparno Suparno
Source: Journal of Teaching and Learning. 2026 20(2):57-73.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Education
Descriptors: Literature Reviews, Teacher Competencies, Inclusion, Foreign Countries, Educational Practices, Educational Strategies, Elementary School Teachers, Special Education, Barriers, Special Needs Students, Pedagogical Content Knowledge, Instructional Effectiveness, Teacher Effectiveness
ISSN: 1492-1154
1911-8279
Abstract: Dealing with the diverse characteristics and learning needs of learners in inclusive learning is one of the main challenges of education today. Teacher competency in inclusive education plays a critical role in addressing these challenges. This systematic review, conducted using the PRISMA method, analyzed literature from Scopus, PubMed, and Web of Science (WoS) databases published between 2020 and 2024. A total of 1,237 articles were initially identified, and after applying inclusion and exclusion criteria, 21 articles were selected for analysis. The review found that core competencies in professional knowledge, classroom management, and differentiated teaching are essential for effective inclusive education. Positive teacher attitudes toward inclusion and self-efficacy significantly influence the success of inclusive practices, particularly in countries such as Indonesia, Mauritius, and South-Central Vietnam. Challenges identified include insufficient training, large class sizes, and a lack of specialized support, all of which hinder the implementation of inclusive strategies. Recommendations for improving teacher competencies include enhancing collaboration between general and special education teachers, providing ongoing professional development, and integrating technology. The findings emphasize the need for tailored training programs, self-assessment tools like the self-assessment of inclusive skills (SAIS), and the development of competency-based teacher education (CBTE) models to enhance inclusive teaching practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508206
Database: ERIC
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  Data: Teacher Competency in Practicing Inclusive Education: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Dewi+Ratih+Rapisa%22">Dewi Ratih Rapisa</searchLink><br /><searchLink fieldCode="AR" term="%22Hermanto+Hermanto%22">Hermanto Hermanto</searchLink><br /><searchLink fieldCode="AR" term="%22Suparno+Suparno%22">Suparno Suparno</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2026 20(2):57-73.
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: Journal Articles<br />Information Analyses
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  Data: Dealing with the diverse characteristics and learning needs of learners in inclusive learning is one of the main challenges of education today. Teacher competency in inclusive education plays a critical role in addressing these challenges. This systematic review, conducted using the PRISMA method, analyzed literature from Scopus, PubMed, and Web of Science (WoS) databases published between 2020 and 2024. A total of 1,237 articles were initially identified, and after applying inclusion and exclusion criteria, 21 articles were selected for analysis. The review found that core competencies in professional knowledge, classroom management, and differentiated teaching are essential for effective inclusive education. Positive teacher attitudes toward inclusion and self-efficacy significantly influence the success of inclusive practices, particularly in countries such as Indonesia, Mauritius, and South-Central Vietnam. Challenges identified include insufficient training, large class sizes, and a lack of specialized support, all of which hinder the implementation of inclusive strategies. Recommendations for improving teacher competencies include enhancing collaboration between general and special education teachers, providing ongoing professional development, and integrating technology. The findings emphasize the need for tailored training programs, self-assessment tools like the self-assessment of inclusive skills (SAIS), and the development of competency-based teacher education (CBTE) models to enhance inclusive teaching practices.
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  Data: 2026
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 57
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Teacher Competencies
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      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Teacher Effectiveness
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    Titles:
      – TitleFull: Teacher Competency in Practicing Inclusive Education: A Systematic Review
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            NameFull: Suparno Suparno
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              Value: 1911-8279
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