Enhancing Primary School Teachers’ Capacity for Inclusive Education in Khyber Pakhtunkhwa: Awareness, Attitudes, and Training Strategies

Abstract

This study aimed to enhance primary school teachers’ understanding of inclusive education in Khyber Pakhtunkhwa (KP), with a focus on familiarising them with strategies to address the diverse needs of students, including those with disabilities. The research also sought to equip teachers with skills to identify and reduce barriers to inclusion in the classroom. Employing a phenomenological research design, the study explored teachers' lived experiences, perceptions, and challenges in implementing inclusive education. Data were collected through semi-structured interviews, focus group discussions, and document reviews, which were then analysed using thematic analysis to identify key patterns regarding awareness, challenges, and training needs. The study involved a purposive sample of 30 primary school teachers from 10 schools across rural and urban areas of KP. Findings revealed that many teachers had limited awareness of inclusive education, often associating it solely with addressing disabilities. Teachers also faced significant challenges, including inadequate training, overcrowded classrooms, and insufficient resources. The study concluded that targeted awareness-building initiatives and tailored teacher training programs, incorporating local cultural and contextual factors, are crucial to improving teachers’ capacity for inclusive education. It recommended the development of comprehensive awareness campaigns, consistent context-specific training, and resource allocation to support the effective implementation of inclusive practices in KP’s primary schools.