Pedagogical Ethnography and Educational Inclusion Among University Students

Abstract

Educational inclusion is a major concern in today’s higher education system, due to the growing representation of diverse students in institutions. The primary objective of this study was to analyze pedagogical ethnography and educational inclusion among college students based on perceptions of inclusive teaching practices. Methodologically, the study was quantitative and descriptive in nature, employing a non-experimental design. The results showed an 87.7% favorable perception, demonstrating that instructors integrate students’ sociocultural experiences into the educational process. This finding aligns with the sociocultural approach to learning, where context is a fundamental pillar for knowledge construction. In conclusion, the study provided insight into university students’ perceptions of pedagogical ethnography and educational inclusion, suggesting that.