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April 1, 2026European Journal of Special Education ResearchOpen Access

Teachers’ Competencies for Promoting Inclusive Education. Insights From a Qualitative Study in Greece and Cyprus

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Authors

VIVasiliki Ioannidi

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Overview

Qualitative study explores teacher competencies in inclusive education, suggesting a dynamic approach for all learners.

Key Points

  • The aim is to explore how teacher competencies can promote inclusive education through engagement in various learning environments.
  • Qualitative study based on free-writing texts from student-teachers in Greece and Cyprus.
  • Focus on reflective engagement in digital and collaborative learning settings.
  • Analysis of competencies such as digital literacy, knowledge application, and social-ethical awareness.
  • Inclusive teacher competencies are dynamic and interconnected processes.
  • Findings suggest a holistic view of inclusive pedagogy.
  • Emphasis on the importance of reflective engagement in teaching practices.

Cite This Study

Vasiliki Ioannidi (2026) studied this question.

synapsesocial.com/papers/69ccb55116edfba7beb87469https://doi.org/10.46827/ejse.v12i3.6581
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