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This is a Observational study (also classified as: Literature Review).

August 16, 2025Open Access

Qualitative Study on Integrating Policies, Practices and Pedagogy on Inclusive Education among Preservice Teacher Training Programs in Nigeria

Key Points

The study highlights critical gaps in inclusive education practices within Nigerian teacher training programs, stressing the need for reform.
Results show misalignment between current policies and educational practices in pre-service teacher training, indicating significant issues.
Qualitative study utilized interviews and document analysis to uncover challenges and recommend improvements for inclusivity.
Implications suggest urgent action for curriculum reform to better prepare educators for diverse classroom settings in Nigeria.

Abstract

This paper explores the Qualitative study on integrating Policies, Practices and Pedagogy on Inclusive Education among Preservice Teacher Training Programs in Nigeria. As Nigeria seeks to improve equitable access to quality education for all learners, pre-service teacher training programs must equip future educators with the skills, attitudes, and understanding necessary to foster inclusivity in classrooms. Through an analysis of current policy frameworks, educational practices, and pedagogical challenges, this study identifies critical gaps and provides actionable recommendations for developing a robust inclusive education model in Nigerian teacher training institutions. The implications for policy adaptation and curriculum reform were discussed in light of global best practices and Nigeria’s unique sociocultural context.

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