Inclusive and sustainable education in Thailand: transforming teacher education for equitable learning

This research investigates the extent to which teacher education programmes in Thailand prepare educators to implement inclusive education. Utilising a qualitative case study methodology, data were collected through interviews and focus group discussions with 10 teacher educators, 10 pre-service teachers, and 10 in-service teachers across various institutions. Data were analyzed thematically through manual transcription and coding to identify key themes. The findings revealed substantial gaps between theoretical training on inclusive education and the practical skills required to apply these principles effectively in classrooms. Notable disparities were identified between urban and rural teacher education programmes, with rural institutions encountering more significant challenges due to resource limitations and fewer opportunities for practical application in diverse environments. Additionally, attitudinal barriers among educators, particularly regarding the feasibility of inclusive practices, further hindered implementation. The study also underscored the insufficient training in cultural responsiveness, leaving many teachers unprepared to address the needs of students from diverse cultural and linguistic backgrounds. Ongoing professional development emerged as a critical factor in equipping educators to manage diverse classrooms effectively. Based on these findings, the study recommends prioritising hands-on training, addressing regional disparities, and expanding access to professional development to strengthen teacher preparedness for inclusive education.