Enhancing the Social Development of People with Disabilities Through Project-Based Inclusive Education in Support of the Sustainable Development Goals (SDGs)

Abstract

This study explored how project-based inclusive education can enhance the social development and employability of people with disabilities, aligning with Sustainable Development Goals (SDGs) 4 (Quality Education), 8 (Decent Work and Economic Growth), and 10 (Reduced Inequalities). The research applied historical analysis, systems thinking, and forecasting methods to propose a structured framework based on social systems engineering and participatory pedagogy. The findings revealed that project-based learning facilitated emotional engagement, collaborative skills, and workplace preparedness while reinforcing inclusive principles. The study also introduced the ESG+I model, an expansion of corporate social responsibility that incorporates Inclusion alongside Ecology, Social Responsibility, and Good Governance. Results suggested that this educational approach not only improved learning outcomes but also created pathways for labor market integration, particularly in innovation-driven sectors. Project-based inclusive education was thus presented as a viable strategy for advancing equity, participation, and resilience among people with disabilities within the context of an evolving global economy and technological transformation.