Trainee and Trained Secondary School Science Teachers’ Conceptions of Inclusive Education: Challenges and Experiences faced in an inclusive set up in Kitwe, Zambia

Background: Inclusive education is a fundamental right recognized by national and international policies. Article69 of the United Nations (2016) General Comment CRPD/C/GC/4 emphasizes the need for comprehensive teacher education across all educational levels—preschool, primary, secondary, tertiary, and vocational—to equip educators with essential core competencies and values for working in inclusive environments. The Government of the Republic of Zambia has taken significant strides by mandating a compulsory inclusive schooling module in all teacher training institutions since 2010, demonstrating its commitment to upholding the rights of people living with disabilities. Aim: This study investigates the understanding, challenges, and experiences related to inclusive education among both trainee and trained secondary school science teachers. Specifically, it explores their perspectives within selected inclusive education practices in secondary schools and a university that provides training in inclusive pedagogies in Kitwe district, Zambia. Methods: A qualitative case study design was employed, involving 12 participants: six science teachers and six trainee science teachers. These participants were purposively selected from three secondary schools recognized as successful inclusive schools and a university specializing in training secondary school science teachers in Kitwe district, located in the Copperbelt Province of Zambia. Data collection methods included semi-structured interviews and focus group discussions. Thematic analysis was applied to analyse the collected data. Findings: The study revealed a disconnect between the concept of inclusive education as defined by the Ministry of Education and the UNESCO definition. While teachers generally understood the concept, challenges persisted in translating theory into effective classroom practice. Notably, there were discrepancies in implementing inclusive strategies, accommodating diverse learners, and fostering an inclusive ethos. Teachers predominantly associated inclusive education with educating children with disabilities within mainstream schools. Interestingly, student teachers included pedagogy in their understanding of inclusive education. Inadequate funding, the scarcity of teaching and learning materials, limited time allocation within busy curricula, lack of training in inclusive education pedagogies made meaningful inclusion challenging!These findings underscore the need for targeted professional development and support to bridge this gap and enhance the practical application of inclusive education principles. Conclusion: Drawing from the study’s insights, the following conclusions can be drawn: Both trainee and trained secondary school science teachers often misconstrue inclusive education as mere mainstreaming of children with special needs. The distinction between integration and genuine inclusion remains blurred. To foster true inclusion, therefore, it is recommended that educators must grasp the holistic essence of inclusive education beyond surface-level practices.