Educators’ Preferred Approaches to Professional Development in Inclusive Education: A Rural KwaZulu-Natal Perspective

Abstract

This study investigates educators’ preferred approaches for enhancing their knowledge and skills in teaching within inclusive classrooms, focusing on deep rural schools in KwaZulu-Natal. Guided by the positivist paradigm and a descriptive survey design, the research captured structured responses from 100 educators across six primary schools. Data were collected using closed-ended questionnaires and analyzed through descriptive statistics to identify trends in professional development. Findings reveal that educators favor practical, context-sensitive formats such as workshops, in-service training, and blended learning over formal qualifications. These preferences reflect a need for accessible, ongoing support tailored to the realities of inclusive teaching in under-resourced environments. The study highlights the importance of aligning professional development with educators’ lived experiences and systemic constraints. Ethical safeguards were rigorously upheld, and the methodology was designed to ensure objectivity, replicability, and contextual relevance. The research contributes to inclusive education discourse by foregrounding rural educators’ voices and offering insights into scalable, responsive training models. Implications for policy and practice include the need for localized capacity-building strategies that empower teachers to navigate inclusive pedagogies effectively.