Inclusive Pedagogy in the 21st-Century Social Science Classroom: Trends, Challenges, and Research-Driven Strategies

Author(s): Dr. R Kohila Devi and Midde Prabhakar

Abstract:

Inclusive pedagogy has become a central focus in contemporary educational discourse, particularly in the teaching of Social Science, where diverse learner backgrounds, abilities, and experiences intersect with complex social realities. This article examines emerging research trends in inclusive pedagogy within the context of Social Science education. Recent studies and theoretical frameworks, the paper explores inclusive strategies, teacher professional development, and technological integration aimed at fostering equitable learning environments. The study utilizes a qualitative meta-analysis of recent research literature to identify evolving pedagogical practices and challenges. Findings reveal a growing emphasis on differentiated instruction, Universal Design for Learning, culturally responsive teaching, digital inclusion, and the role of teacher self-efficacy in promoting inclusion. Hence, it concludes that inclusive pedagogical research in Social Science increasingly aligns with constructivist, critical, and transformative paradigms, advocating for reflective practice and policy-supported teacher empowerment.

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Pages: 89-91     |    2 View     |    0 Download