August 16, 2025Open Access

Qualitative Study on Integrating Policies, Practices and Pedagogy on Inclusive Education among Preservice Teacher Training Programs in Nigeria

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Qualitative analysis identifies gaps in teacher training for inclusive education in Nigeria, suggesting policy reforms.

The study highlights critical gaps in inclusive education practices within Nigerian teacher training programs, stressing the need for reform.
Results show misalignment between current policies and educational practices in pre-service teacher training, indicating significant issues.
Qualitative study utilized interviews and document analysis to uncover challenges and recommend improvements for inclusivity.
Implications suggest urgent action for curriculum reform to better prepare educators for diverse classroom settings in Nigeria.

Zainab Yusuf (2025) studied this question.

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