TEACHERS’ COMPETENCIES FOR PROMOTING INCLUSIVE EDUCATION. INSIGHTS FROM A QUALITATIVE STUDY IN GREECE AND CYPRUS

Vasiliki Ioannidi

Abstract


This paper reinterprets inclusive teacher competencies as dynamic, interconnected processes emerging through reflective engagement in digital, blended and collaborative learning environments. Based on a previous qualitative study in Greece and Cyprus, findings from student-teachers’ free-writing texts highlight that inclusive education and teaching  integrates knowledge application, digital literacy, and social-ethical awareness, offering a holistic, evolving conception of inclusive pedagogy and education for all in the 21st century.

Keywords


inclusive education, inclusive pedagogy, digital pedagogy, collaborative teaching, equity, professional development, student well-being, education for all, inclusive teacher, inclusion competencies, inclusive skills

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i3.6581

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