SPECIAL AND INCLUSIVE EDUCATION: SURFACING UNIVERSITY STUDENTS’ VIEWS THROUGH ΙNTERACTIVE ΑCTIVITIES - FOCUS ON INCLUSIVE PEDAGOGIES AND INNOVATIVE PRACTICES

Vasiliki Ioannidi

Abstract


Student-Centered Learning in Higher Education promotes interaction between students (Redmond et al., 2023) and online discussions through interactive educational activities can provide rich information on pedagogical issues and highlight valuable views on inclusive pedagogy. This paper explores the university students’ views through interactive activities with a focus on inclusive education. This study used a qualitative approach. The data collection technique used was forum group discussion. The findings highlight the importance of inclusive pedagogies and innovative practices within modern learning contexts and environments. Furthermore, the findings highlight the importance of interactive environments in Higher distance learning and Teacher Education with regard to inclusive pedagogies and innovative practices. The results are of interest for the pedagogical and inclusive basis of the modern school of the 21st century, highlighting the views of post-graduate students - teachers from Cyprus and Greece (Ioannidi, 2023, 2024). Although the conclusions are not generalizable, this research report is expected to provide valuable insights and ideas for policymakers, teachers, educators and education practitioners in their efforts to create a more inclusive and equitable educational environment in combined/blended learning contexts. The present study aims to bridge the gap between theoretical investigation and applied knowledge, contributing to the field of Inclusive Education and Teacher Education (Stylianou & Zembylas, 2020; Zembylas, 2024).

 

Article visualizations:

Hit counter


Keywords


inclusive education, interactive activities, inclusive pedagogies, innovative practices, differentiation, UDL, teacher education/training, collaboration, assessment, acceptance of diversity, socio-emotional skills, accessibility & technologies.

Full Text:

PDF

References


Ainscow M, 2020. Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6 (1), pp. 7–16. https://doi.org/10.1080/20020317.2020.1729587

Amor A M, Hagiwara M, Shogren K A, Thompson J R, Verdugo M.Á, Burke K M, & Aguayo V, 2018. International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education, 23 (12), pp. 1277–1295. https://doi.org/10.1080/13603116.2018.1445304

Brown A, Lawrence J, Basson M, & Redmond P, 2022. A conceptual framework to enhance student online learning and engagement in higher education, Higher Education Research & Development, 41:2, pp. 284-299. https://doi.org/10.1080/07294360.2020.1860912

Garrote A, Felder F, Krähenmann H, Schnepel S, Sermier Dessemontet R, & Moser Opitz E, 2020. Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management. Frontiers in Education, https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2020.582873. DOI=10.3389/feduc.2020.582873

Giannakos M, Horn M, & Cukurova M, 2025. Learning, design and technology in the age of AI. Editoral. Behaviour & Information Technology. https://doi.org/10.1080/0144929X.2025.2469394

Douglas N H, & Sass T R, 2011. Teacher training, teacher quality and student achievement. Journal of Public Economics, 95, pp. 7–8, 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009

Eikeland I, & Ohna S E, 2022. Differentiation in education: a configurative review. Nordic Journal of Studies in Educational Policy, 8 (3), pp. 157–170. https://doi.org/10.1080/20020317.2022.2039351

Espada-Chavarria R, González-Montesino R H, López-Bastías J L, & Díaz-Vega M, 2023. Universal Design for Learning and Instruction: Effective Strategies for Inclusive Higher Education. Educ. Sci. 13, p. 620. https://doi.org/10.3390/educsci13060620

European Agency for Special Needs and Inclusive Education, 2022. Inclusive Digital Education. Weber H, Elsner A, Wolf D, Rohs M, & Turner-Cmuchal M, (eds). Odense, Denmark. https://www.researchgate.net/publication/360977828_Inclusive_Digital_Education

European Agency for Special Needs and Inclusive Education, 2024a. Building Resilience through Inclusive Education Systems: Guidance for Establishing a Culture of Effective Communication in Education. Bilgeri Μ, & Lecheval Α, (eds). Odense, Denmark. https://www.researchgate.net/publication/381776171_Building_Resilience_through_Inclusive_Education_BRIES_Guidance_for_Establishing_a_Culture_of_Effective_Communication_in_Education

European Agency for Special Needs and InclusiveEducation, 2024b. Building Resilience through Inclusive Education Systems: Methodologyand Theoretical Background. Bilgeri Μ, & Lecheval Α, (eds). Odense, Denmark

(PDF) Building Resilience through Inclusive Education Systems: Methodology and Theoretical Background. https://www.researchgate.net/publication/381776425_Building_Resilience_through_Inclusive_Education_Systems_Methodology_and_Theoretical_Background

Finkelstein S, Sharma U, & Furlonger B, 2019. The inclusive practices of classroom teachers: a scoping review and thematic analysis. International Journal of Inclusive Education, 25 (6), pp. 735–762. https://doi.org/10.1080/13603116.2019.1572232

Zembylas M, 2024. The ambivalence of wokeness: implications for teaching social justice education. Critical Studies in Education, pp. 1–17. https://doi.org/10.1080/17508487.2024.2435932

Haug P, 2016. Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19 (3), pp. 206–217. https://doi.org/10.1080/15017419.2016.1224778

Ioannidi V, 2023. Research on Special and Inclusive Education in the context of Higher Education - Teachers’ views about labeling. International Journal of Learning and Development, 13 (3), pp. 65-76. DOI: https://doi.org/10.5296/ijld.v13i3.21211

Ioannidi V, 2024. Inclusive Education: A qualitative exploration in Greece and Cyprus. In Progress in Language, Literature and Education Research, 6. B P International.

López-Mondéjar L M, & Tomás Pastor L M, 2017. Development of Socio-emotional Skills through Cooperative Learning in a University Environment. Procedia - Social and Behavioral Sciences, 237, pp. 432-437. https://doi.org/10.1016/j.sbspro.2017.02.086

Loreman T, 2017. Pedagogy for Inclusive Education. Oxford Research Encyclopedia of Education. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-148

Mitchell D, 2015. Inclusive Education is a Multi-Faceted Concept. Center for Educational Policy Studies Journal, 5 (1), pp. 9–30. https://doi.org/10.26529/cepsj.151

Pérez-Esteban, María Dolores, Jose Juan Carrión-Martínez, & Luis Ortiz Jiménez, 2023. Systematic Review on New Challenges of University Education Today: Innovation in the Educational Response and Teaching Perspective on Students with Disabilities. Social Sciences, 12, p. 245. https://doi.org/10.3390/socsci12040245

Pettersson G, & Ström K, 2019. Professional collaboration between class teachers and special educators in Swedish rural schools. BJSE, NASEN, 46 (2), pp. 180-200. https://doi.org/10.1111/1467-8578.12266

Redmond P, Alexsen M, Maloney S, Turner J, Brown A, Basson M, Gallison L, Lawrence J, & Henderson R, 2023. Student perceptions of online engagement. Online Learning, 27 (1), pp. 383-403. DOI: 10.24059/olj.v27i1.3320

Margas N, 2023. Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives. Frontiers in Psychology, 14. URL https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1171204. DOI=10.3389/fpsyg.2023.1171204

Shaoan M M R, Namanyane T, Feng M, & Arif M, 2025. A systematic literature review on the importance of teacher recruitment and retention in global educational reform. Front. Educ. 9:1447752. https://doi.org/10.3389/feduc.2024.1447752

Smith D D, & Tyler N C, 2011. Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects 41, pp. 323–339. https://doi.org/10.1007/s11125-011-9207-5

Stubbs S, 2008. Inclusive Education. Where there are few resources. The Atlas Alliance. https://www.eenet.org.uk/resources/docs/ie%20few%20resources%202008.pdf

Stylianou A, Zembylas M, 2020. Teachers’ Disempowerment and Inclusive Education. A critical realist view. In What Is Critical in Language Studies. Edition 1st Edition. Routledge India.

Tsiolis G, 2018. Thematic analysis of qualitative data. In Zaimakis G, (Ed), Research Pathways in the Social Sciences. Theoretical – Methodological Contributions and Case Studies. University of Crete: Laboratory of Social Analysis & Applied Social Research [in greek].

Quane V, 2025. Strategies that promote inclusive mathematics education. Conference: Unlocking minds in mathematics education. Proceedings of the 47th annual conference of the Mathematics Education Research Group of Australasia, Canberra. Canberra, Australian Capital Territory. https://www.researchgate.net/publication/393686840_Strategies_that_promote_inclusive_mathematics_education

Van der Rijst R, & Fernández-Díaz E, 2025. A prelude to inclusive student-centred pedagogies in higher education. In Innovative Faculty Development towards Inclusive Student-centred Pedagogy: a reflective and transformative approach (Editorial). Disigma Publications. https://doi.org/10.5281/zenodo.15307979

Willig C, 2015. Introducing qualitative research in psychology. Athens: Gutenberg [in greek].

https://tott.uoc.gr/links/%cf%83%cf%87%ce%b5%ce%b4%ce%b9%ce%b1%cf%83%ce%bc%cf%8c%cf%82-%cf%83%cf%85%ce%bc%cf%80%ce%b5%cf%81%ce%b9%ce%bb%ce%b7%cf%80%cf%84%ce%b9%ce%ba%cf%8e%ce%bd-%cf%80%cf%81%ce%bf%ce%b3%cf%81%ce%b1%ce%bc%ce%bc/

https://tott.uoc.gr/symperiliptiki-mathisi/

https://tott.uoc.gr/syndesi-erevnas-didaskalias/

https://www.cast.org/

https://www.cast.org/what-we-do/accessibility-inclusive-technology/

https://tott.uoc.gr/diamorfotiki-axiologisi/




DOI: http://dx.doi.org/10.46827/ejes.v12i11.6250

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Vasiliki Ioannidi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).