Effect of Teacher Education Initiatives in Shaping Preservice Teachers’ Perceptions of and Self-Efficacy in Implementing Inclusive Education

Abstract Inclusive education, a foundation of modern educational discourse, requires progressive approaches that extend beyond cultural boundaries and promote effective, collaborative learning environments. In this systematic review, we thoroughly examine preservice teachers’ readiness for inclusive education by analysing how their attitudes, experiences, and training shape their perceptions and self-efficacy. Drawing on studies from the past two decades, we report generally positive attitudes toward inclusive practices alongside challenges such as limited practical experience, time constraints, and insufficient institutional support. In this review, we critique current tools for measuring teacher self-efficacy and call for more comprehensive, culturally responsive approaches. Findings indicate that although formal training fosters positive attitudes, its impact is maximised when combined with authentic teaching experiences. Overall, this systematic review underscores the need for an integrated teacher education strategy that bridges theory and practice, thereby equipping teachers with the skills and confidence to meet students with diverse needs.