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Qualitative study explores teacher competencies in inclusive education, suggesting a dynamic approach for all learners.
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.
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Vasiliki Ioannidi (2026) studied this question.
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