Teachers’ perspectives on the implementation of inclusive education in primary schools in the Pinetown District, KwaZulu-Natal

Inclusive education represents a paradigm shift in primary education, aiming to provide equitable access to quality learning for all children. This qualitative case study explores teachers’ perspectives on the implementation of inclusive education in four resource-constrained public primary schools in the Pinetown District, KwaZulu-Natal, South Africa. Grounded in a dual framework of Vygotsky's sociocultural cognitive theory and Bronfenbrenner's ecological systems theory, the study employed purposive sampling to select 20 participants (principals, departmental heads, and teachers). Data were collected through semi-structured interviews, non-participant observations, and document analysis. To ensure trustworthiness and dependability, data were analyzed inductively using thematic analysis alongside rigorous peer debriefing. The findings indicate that while participants recognise the moral imperative of inclusive education, they face systemic barriers, including severe resource deficits, overcrowded classrooms, and fragile mesosystem links between schools and parents. These challenges hinder effective pedagogical differentiation, particularly for learners with special educational needs (ELSEN). The study recommends context-responsive policy adaptations, mandatory specialised teacher training, and enhanced stakeholder collaboration. These insights underscore the urgent need for systemic, ecological support to realise inclusive education's potential in historically marginalised, under-resourced districts.