International research findings offer inclusive education teachers various pedagogical tools to support student diversity in inclusive classrooms to counter educational disadvantages. However, according to previous research, embedding research evidence in pedagogical practice at the classroom level is rare in schools. Our study explored Ghanaian teachers’ perspectives in 10 purposively selected inclusive Basic Schools in Ghana. The study focused on teachers’ frequency of use of Research-Based Information (RBI), the type of use of RBI, opinions about RBI, awareness of useful activities that facilitate the use of RBI, individual expertise, or skills necessary for RBI use in everyday practice, organizational factors that influence the use of RBI. The study identified non-use and minimal to moderate use of RBI in professional practice. Sources of RBI were mostly from non-scholarly journals because the schools did not subscribe to peer-reviewed journals, and teachers were not willing to use their financial resources to access close-ended journal articles. An independent t-test was not significant between female and male participants. However, a Pearson product-moment correlation to assess the relationship between the various factors about RBI use found positive associations between organizational factors and expertise and between awareness factors and expertise to use RBI. Education must promote increased adoption of RBI in professional practice to enhance educational quality for all students. This can be accomplished by building ongoing solid school-university partnerships to develop context-specific frameworks that support inclusive teachers to conduct and use more research in their practice.

The United Arab Emirates (UAE) is a diverse, multicultural context which has introduced ambitious policies and strategic plans to accelerate inclusive education. The extent to which culturally responsive teaching is reflected in inclusive classrooms across the country has not been captured. This study used a cross‐sectional survey methodology employing the culturally responsive teaching self‐efficacy scale as a survey instrument to examine teachers' perceived competence in implementing culturally responsive teaching practices with students with disabilities in inclusive classrooms. All mainstream schools in the UAE were approached to participate and data were collected from 999 teachers from public and private schools across the seven Emirates of the UAE. Data were subjected to confirmatory factor analysis, mean scores, multivariate analysis and multiple regression. The results indicate that teachers perceive competence in implementing culturally responsive teaching practices in inclusive classrooms. Slightly higher competence was reported in implementing practices that build relationships with culturally and linguistically diverse (CLD) students and their families than those that require knowledge and skills in working with CLD students or knowledge of the impact of cultural and linguistic diversity on learning. Demographic variables contributed additional insight with recent professional development in inclusive and/or special education emerging as a significant predictor of perceived competence in implementing culturally responsive teaching practices in inclusive classrooms. Implications for practice and further research are considered.

Inclusive education in the United Arab Emirates (UAE) has been promoted through ambitious policies. These have included a mandated change in nomenclature alongside strengthening the infrastructure and professional development to support inclusive education in mainstream schools. Perspectives from school leaders and teachers across the country about these changes and their implementation have not been captured. This research used a qualitative methodology to explore school leaders' and teachers' perspectives of inclusive education policy and practice. Participants included 22 school leaders and 57 teachers from public and private schools across the seven Emirates of the UAE. Data were collected through group and individual interviews and analysed using thematic analysis. Four themes were generated through the data: believing in the changes; worrying about preparedness; debating curricular pathways; and building a culture of inclusion. These themes reflect common challenges in the process of inclusive education. For the UAE, the specific nuances highlight a policy imperative to co‐create pathways for students with disabilities as they move through and beyond school so they can be part of the inclusive society policy intends. Implications for practice and further research are considered.

This systematic review examines how collegial supervision is conceptualised and operationalised in schools, its reported relationship with teacher professional learning (TPL), the conditions shaping that relationship, and the limitations of the existing evidence. Following PRISMA 2020 guidelines, eight databases were searched for English-language scholarly publications published between 2010 and July 2026. Thirty-three sources met the eligibility criteria and were included following methodological appraisal. Practices were identified in the studies as coaching, mentoring, professional discussion, feedback, observation, and supervision. Professional development processes included professional identity, agency, teaching, learning, and reflection. Relationships and organisational factors were seen as potentially affecting the implementation of supervision. There was no evidence of an effect of peer supervision on TPL, nor of a distinct causal pathway. This review identified three characteristics of effective collegial supervision: attention to teaching practice, structured analysis of evidence within practice, and evidence-informed reflection and feedback. These characteristics set collegial supervision apart from broader forms of professional collaboration. This review also suggests a school leader-influenced framework that defines the organisational contexts in which collegial supervision can contribute to TPL.

The United Arab Emirates (UAE) has adopted ambitious policies and strategic plans in efforts to accelerate inclusive education and enable equitable quality education for all (MoCD, 2017; MoE, 2017;...