20.500.12556/ReVIS-12258 Advancing Inclusive Education in Higher Education:Challenges and Opportunities in Preparing Pre-ServiceTeachers to Support Students with Disabilities Napredovanje vključujočega izobraževanja v visokem šolstvu: izzivi in priložnosti pri pripravi učiteljev na predšolsko delo za podporo študentom z invalidnostjo Purpose: This study aims to explore the integration of inclusive education for students with disabilities in higher education, with a specific focus on how pre-service teacher training curricula address this critical issue. It seeks to identify the challenges universities face in supporting students with disabilities and to examine the role of teacher education in advancing inclusive practices. Study design/methodology/approach: A scoping review methodology was adopted, analysing literature published between 2000 and 2024. The review draws on a diverse range of academic sources to assess the state of inclusive education in highereducation, particularly in relation to teacher training programmes. Findings: The study reveals that, despite significant global progress in fostering inclusive learning environments, substantial gaps persist in preparing teachers to meet the needs of diverse learners. These shortcomings are often attributed to theinadequate emphasis on inclusive pedagogies in pre-service teacher training and insufficient institutional support structures for students with disabilities. The findings highlight the necessity for continuous professional development for educators androbust, accessible support systems within institutions. Originality/value: This review underscores the importance of revising pre-service teacher education programmes to embed inclusive education more comprehensively. It offers practical recommendations, including enhancing collaboration betweeneducators and disability support services and fostering greater institutional commitment to inclusivity. By addressing these areas, higher education institutions can better prepare future teachers to support the diverse needs of students with disabilities, contributing to the development of genuinely inclusive learning environments. Namen: Namen te študije je raziskati vključevanje inkluzivnega izobraževanja za študente z invalidnostjo v visokošolsko izobraževanje, s posebnim poudarkom na tem, kako učni načrti za pripravnike učiteljev obravnavajo to ključno vprašanje. Namen študije je opredeliti izzive, s katerimi se soočajo univerze pri podpori študentom z invalidnostjo, in preučiti vlogo izobraževanja učiteljev pri spodbujanju inkluzivnih praks. Zasnova/metodologija/pristop študije: Sprejeta je bila metodologija pregleda obsega, ki analizira literaturo, objavljeno med letoma 2000 in 2024. Pregled se opira na raznolike akademske vire za oceno stanja inkluzivnega izobraževanja v visokošolskem izobraževanju, zlasti v zvezi s programi usposabljanja učiteljev. Ugotovitve: Študija razkriva, da kljub znatnemu svetovnemu napredku pri spodbujanju vključujočih učnih okolij še vedno obstajajo znatne vrzeli pri pripravi učiteljev na potrebe različnih učencev. Te pomanjkljivosti se pogosto pripisujejo nezadostnemu poudarku na inkluzivni pedagogiki v pripravniškem usposabljanju učiteljev in nezadostnim institucionalnim podpornim strukturam za študente z invalidnostjo. Ugotovitve poudarjajo potrebo po nenehnem strokovnem razvoju pedagogov in robustnih, dostopnih podpornih sistemih znotraj institucij. Izvirnost/vrednost: Ta pregled poudarja pomen revizije programov za pripravnike učiteljev, da bi bolj celovito vključili inkluzivno izobraževanje. Ponuja praktična priporočila, vključno z izboljšanjem sodelovanja med pedagogi in službami za podporo invalidom ter spodbujanjem večje institucionalne zavezanosti vključevanju. Z obravnavo teh področij lahko visokošolske ustanove bolje pripravijo bodoče učitelje na podporo raznolikim potrebam študentov z invalidnostjo in s tem prispevajo k razvoju resnično vključujočih učnih okolij. inclusive education pre-service teachers higher education disabilities curriculum institutional support true false true Angleški jezik Slovenski jezik Članek v reviji 2025-09-19 14:20:46 2025-09-19 14:20:46 2025-10-01 14:38:55 0000-00-00 00:00:00 0 0 0 No. 1 Vol. 14 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-03-23 2232-5697 ttps://doi.org/10.53615/2232-5697.14.25-41 https://toknowpress.net/submission/index.php/ijmkl/article/download/173/120 1 1262340f-9553-11f0-9bb7-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=14339 RAZ_Ajani_Oluwatoyin_Ayodele_0.pdf RAZ_Ajani_Oluwatoyin_Ayodele_0.pdf 1 81FC9CE3C43341023A404905CBD4746B feb73e59b6664ebf50d1b79129b2eb9cbe74bf2b16e35f5d371c342f4145be36 319eb371-9553-11f0-9bb7-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=14340 Mednarodna fakulteta za družbene in poslovne študije 0 0 0