Investigating the Impact of Inclusive Teaching Strategies on Classroom Engagement: A Quantitative Analysis of Teachers' Perceptions across Diverse Student Populations


  • Dr. Munwar Bagum Assistant Professor, Department of Education, Institute of Southern Punjab, Lahore, Pakistan
  • Dr. Bushra Naz Lecturer in Education (BS-18) , Government College Women University Faisalabad, Punjab, Pakistan
  • Dr. Afrina Afzal Assistant Professor (Education), Department of Education. , Bahauddin Zakariya University, Multan, Punjab, Pakistan
  • Dr. Tahira Kalsoom (Corresponding Author) Assistant Professor (Education), Department of STEM Education, Lahore College Women University, Lahore, Punjab, Pakistan
  • Hina Samreen Lecturer in Psychology (BS-17), Govt Associate College Kacha Khu, Khanewal, Punjab, Pakistan
  • Navid Ur Rehman SSET(HI) (BPS-17), Govt. Secondary School of Special Education, Khanewal, Department of Special Education, Government of the Punjab, Lahore, Punjab, Pakistan



Impact, Inclusive, Teaching Strategies, Classroom Engagement


This study explores the impact of inclusive teaching strategies on classroom engagement, analyzing teachers' perceptions across diverse student populations in the Punjab province. Inclusive teaching, prioritizing accessibility and proactive instructional design, is recognized for fostering engagement crucial to academic success. Utilizing a quantitative research design, 340 teachers participated through random sampling. Findings indicate unanimous agreement among educators on the positive impact of inclusivity, with nuanced variations based on demographic factors. Tailoring teaching methods to diverse learning styles is crucial, and technology integration enhances inclusivity. Challenges include resource constraints, emphasizing policy considerations. The study contributes nuanced insights to the discourse on inclusive education, guiding tailored implementation strategies. Recommendations include targeted professional development, contextualized approaches, age/experience considerations, qualification-based interventions, and continued research to enhance inclusive teaching effectiveness. The study underscores the importance of nuanced, context-specific approaches to meet diverse needs within the teaching community.