Scientific and Theoretical Model of Continuous Inclusive Education for Equity and Quality Learning to support Sustainable Development Goals (SDGs)
Keywords:
Accessibility, Inclusion, Pedagogy, Sustainability, Teacher trainingAbstract
This study explores the scientific and theoretical foundations of
continuous inclusive education to promote equitable and high
quality learning. The research applies mixed-methods analysis,
combining literature review and case studies to identify barriers
and strategies in inclusive education. Findings indicate that
while legislative reforms have advanced inclusion, challenges
persist in teacher preparedness, infrastructure, and social
attitudes. These results are significant because they reveal that
sustainable inclusion requires alignment between educational
policies and community awareness. The study highlights the
importance of international collaboration and adaptive
pedagogical frameworks such as Universal Design for Learning
and Universal Design for Instruction. By addressing these
factors, inclusive education can effectively contribute to
achieving Sustainable Development Goals 4 and 10 by ensuring
equal access, reducing inequality, and strengthening the
professional capacity of teachers to create supportive learning
environments.
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