What question did this study set out to answer?

The aim is to explore how teacher competencies can promote inclusive education through engagement in various learning environments.

April 1, 2026Open Access

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

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.

Abstract

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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