TEACHER TRAINING NEEDS FOR INCLUSIVE PEDAGOGY IN PAKISTAN AND COMPARABLE DEVELOPING CONTEXTS: A SYSTEMATIC NARRATIVE REVIEW OF PREPAREDNESS, BARRIERS, AND CAPACITY-BUILDING PRIORITIES

Abstract

Inclusive education is currently a policy priority across the globe, but teacher preparedness is still in its infancy in many low-middle income countries such as Pakistan. While the Constitution and policy have committed to inclusion, implementation is hindered by limited teacher training, institutional barriers, the rigidity of the curriculum, and poor capacity-building systems in Pakistan. This systematic narrative review aims to present a synthesis of evidence regarding teacher training needs, barriers to inclusive pedagogy, preparedness of teachers for inclusive education, and frameworks of teacher capacity building in the context of Pakistan and similar developing contexts. A systematic narrative review approach was adopted. Studies were found using PubMed, OpenAlex, Semantic Scholar, Google Scholar, and journal databases. The sources included in the present study referred to teacher training, professional development, inclusive education, Universal Design for Learning, differentiated instruction, teacher self-efficacy, assistive technology, or institutional barriers. Relevance, methodological clarity, and context were evaluated in the assessment of evidence. Given the heterogeneity in study designs, levels of education, and country contexts, narrative synthesis was used. The findings suggest that there are ongoing challenges for teachers in applying inclusive pedagogy across 22 evidence sources included. Differentiated instruction, Universal Design for Learning, classroom management for diverse learners, assistive technology use, collaborative teaching, and inclusive assessment were identified as key training needs. Teacher self-efficacy proved to be a significant factor affecting implementation. Limited resources, inflexible curricula, inadequate professional development, lack of leadership support, and policy-practice disconnect were identified as institutional barriers. The challenges of inclusive pedagogy in Pakistan call for a change from policy commitment to symbolic to teacher development that is professionally supported, institutionally embedded, and equity-centered. Key actions are continuing in-service training, UDL integration, collaborative teaching models, assistive technology support, and coordinated capacity-building frameworks.