Inclusive Education in Higher Education Institutions: A Conceptual Framework for Implementation in Support of Sustainable Development Goals (SDGs)

Tyrone O. Gil Jr.

Abstract


The global commitment to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 on Quality Education, underscores the urgency for higher education institutions (HEIs) to advance inclusive education. In the Philippines, while legislative reforms such as RA 11650 have strengthened inclusivity in basic education, HEIs continue to face systemic gaps in readiness and implementation. This paper proposes a conceptual framework grounded in philosophical, legal, and psychological domains, integrated with curriculum development processes. The framework identifies seven critical areas: policy and governance, curriculum and pedagogy, physical inclusion, technological accessibility, support services and resources, training and professional development, and assessment with continuous improvement. Central to the model is the active participation of learners with disabilities in decision-making, ensuring policies and practices address their needs. By aligning institutional strategies with inclusive principles and SDG 4 targets, HEIs can create equitable, accessible, and supportive learning environments, ensuring sustained progress toward educational inclusion for all.

Keywords


Higher education institution; Inclusive education; Philippines

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References


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DOI: https://doi.org/10.17509/ijcsne.v5i2.89052

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