The study aimed to investigate the role of teachers in promoting inclusive education in primary schools in Zanzibar. Using a case study design to gain in-depth insights, the study employed a qualitative research approach. Data were collected through semi-structured interviews, classroom observations, and focus group discussions (FGDs) involving 45 respondents selected through purposive and convenience sampling techniques. FGDs included primary school students from various classes, contributing diverse perspectives on inclusivity. The study was guided by Vygotsky’s Sociocultural Theory (SCT), which provided a framework for understanding how teachers facilitate inclusive learning environments that support students with disabilities. The findings indicated that primary school teachers in Zanzibar possessed a positive attitude toward inclusive education and demonstrated awareness of its principles. However, the study also identified several challenges hindering effective implementation. These included a lack of appropriate equipment for learners with disabilities, insufficient teaching and learning resources, and inadequate infrastructure. These limitations significantly constrained teachers’ ability to deliver inclusive instruction. Based on these findings, the study recommends that the government increase funding allocations to promote inclusive education, invest in adequate teaching and learning materials, and improve school infrastructure to support the diverse needs of all learners.
Philip et al. (Sat,) studied this question.