INCLUSIVE CLASSROOMS IN THE ERA OF INTERNATIONALIZATION: A MIXED-METHOD STUDY ON TEACHER READINESS AND PEDAGOGICAL STRATEGIES UNDER NEP 2020

Employing a mixed-methods approach, this study investigates how pre-service and in-service teachers develop and apply pedagogical strategies to support inclusive education, within the guiding framework of NEP 2020.  A systematic questionnaire and open-ended reflections were filled out by 160 participants, who were both pre-service and in-service teachers.  The quantitative findings reveal generally positive attitudes and a moderate level of readiness among participants, supported by high internal consistency across the measured variables (Cronbach’s α = 0.75–0.89). Qualitative themes that emphasised hands-on engagement, cultural sensitivity, inclusive behaviours, and institutional inadequacies supported these findings.  Triangulated research highlights that in order to foster inclusion in Indian classrooms, ongoing training, school-level support, and digital accessibility are essential.

 These findings, which emphasise inclusive abilities crucial to internationally relevant teacher preparation, help India become more in line with worldwide education goals.