A Meta-Synthesis of Regular Education Teachers’ Teaching Strategies in Mainstream Classrooms

Abstract

Teaching strategies are pivotal in enabling meaningful learning and fostering academic success in mainstream classrooms. This study critically examined the teaching strategies employed by regular education teachers in these settings between 2015 and 2025, utilizing a meta-synthesis of international and national research. Anchored in Vygotsky’s social development theory and the Universal Design for Learning (UDL) framework, the research identified a central challenge: the limited application of UDL in the Philippine context and a lack of attention to teachers’ attitudes, perceptions, and the impact of resource inequalities—especially between urban and rural schools—on inclusive practices. By synthesizing current findings, this study aims to clarify how regular teachers' strategies can address these challenges in mainstream classrooms. Findings revealed for the teaching strategies revealed three themes: instructional and pedagogical strategies, socio-emotional and classroom management supports, and collaborative and inclusive practices. Five themes regarding effectiveness and applicability emerged: teachers’ training effectiveness, resource availability and contextual gaps, peer interaction, tailored supports for specific learning needs, and teacher attitudes and perceptions as barriers. The effectiveness of teaching strategies in mainstream classrooms relies on teacher preparedness, equitable resource allocation, and positive perceptions of inclusion. This study recommends prioritizing professional development in inclusive pedagogy—especially UDL—and increasing systemic investment in resources as critical actions to achieve sustainable and effective inclusion.