STRENGTHENING PRE-SERVICE TEACHER TRAINING FOR INCLUSIVE EDUCATION IN PAKISTAN: CHALLENGES, REFORMS, AND NEXT STEPS

Abstract

This study explores the integration of inclusive education within pre-service teacher training programs in Pakistan, identifying key challenges and recommending strategic solutions. Employing a mixed-methods approach, including surveys of 500 students and semi-structured interviews with 50 faculty members, the research uncovers gaps in curriculum content, practical training, socio-cultural awareness, and resource provision. Based on these insights, the study advocates for comprehensive curriculum reforms, enhanced hands-on training, increased cultural sensitivity, and improved resource allocation to better prepare teachers for inclusive classrooms. The findings aim to inform the development of a more inclusive education system in Pakistan that aligns with international best practices while remaining sensitive to local socio-cultural contexts.