Enhancing inclusivity in primary schools: the role of constructivist teacher education in addressing cultural diversity

This study examines constructivist teacher education's role in promoting inclusivity within Iraqi primary schools, focusing on private schools in the Iraqi Kurdistan region. The region's education system, characterised by ethnic, linguistic, and religious diversity, faces challenges such as curriculum rigidity and limited teacher training in culturally responsive pedagogy. Semi-structured interviews with 27 teachers from seven private schools revealed that while teachers value diversity, barriers such as inadequate training, rigid curricula, and weak institutional support hinder inclusivity. Findings suggest that constructivist methods enhance engagement and cultural respect. Teachers emphasised practical strategies like collaborative activities and community involvement to address classroom diversity. Recommendations include reforming teacher education to integrate culturally responsive pedagogy, improving teacher competencies, and aligning policies with inclusive principles. By addressing these barriers, the study highlights pathways to fostering inclusive education and underscores the transformative potential of constructivist approaches in bridging cultural gaps and promoting equity.