Pedagogical Conditions for Developing Ecological Competence in Teachers: An Integrative Review of International Evidence and Implications for Inclusive Education in Kazakhstan

Abstract

cological competence is mandated in national qualification standards, yet teacher preparation rarely addresses it systematically — a gap that is most acute for inclusive education, where children with special educational needs (SEN) are disproportionately vulnerable to environmental risks and benefit from nature-based therapeutic interventions. This integrative review asks a focused question: which pedagogical conditions develop ecological competence specifically in teachers, and how can these conditions support inclusive practice? The authors synthesised 56 sources (42 international, 14 regional) through a structured Crossref search (951-965, plus two earlier conceptual works) and thematic analysis. Five clusters of pedagogical conditions emerged: outcome-level specification; place-based/outdoor learning; project-/problem-/service-based designs; digitally mediated immersion; and sustained school-embedded professional development. A sixth, whole-institution approach is critical for durability. The authors further identify that these conditions, when designed inclusively, can foster socialisation, emotional regulation, and environmental agency in students with SEN. A SWOT analysis for Kazakhstan and a three-stage adaptation pathway are presented, calibrated to an education system with existing teacher-leadership infrastructure but no unified ecological curriculum. The findings offer actionable guidance for teacher educators and school leaders in transition-economy contexts seeking to align ecological competence with inclusive education goals.