Evaluating the Influence of Inclusive Teachers’ Pedagogical Competence within Adaptive Educational Frameworks
Evaluating the Influence of Inclusive Teachers’ Pedagogical Competence within Adaptive Educational Frameworks

Summary/Abstract: Background/purpose. Within the framework of adaptive education, teachers are expected not only to possess strong subject matter expertise but also to adapt instructional strategies to address the diverse needs of learners, including students with special educational needs. In this regard, the pedagogical competence of inclusive teachers emerges as a pivotal factor in fostering a responsive and equitable learning environment. This study seeks to investigate the extent to which inclusive teachers’ pedagogical competence affects the implementation of adaptive education in public primary schools in Semarang. Materials/methods. A qualitative methodology with a case study design was adopted in this research. Data collection involved in-depth interviews with inclusive teachers, classroom observations, and the examination of relevant documents. To ensure the credibility and validity of the findings, triangulation techniques were employed. Results. The study reveals that the pedagogical competence of inclusive teachers is instrumental in tailoring instructional design to student characteristics, formulating flexible evaluation strategies, and cultivating an inclusive classroom environment. Teachers who recognize and respond to individual student differences tend to adopt more personalized and adaptive pedagogical approaches. However, several challenges remain, notably the lack of ongoing professional training and inadequate support from school administrations. Conclusion. Robust pedagogical competence has proven essential for the effective implementation of adaptive education. Accordingly, there is a pressing need for systematic initiatives to enhance teacher training and institutional support, with the aim of advancing inclusive education at the elementary school level.

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