What the study found
The study found that Vietnamese teachers often understood inclusive education through a binary view of normal versus abnormal rather than as an approach centered on student diversity. It also found limited confidence in inclusive education for students with special educational needs and in their progress in mainstream schools.
Why the authors say this matters
The authors conclude that inclusive education in Vietnam needs practical pedagogical support and reflexivity-oriented professional training, meaning training that helps teachers critically examine their beliefs and practices. They also suggest that stronger support from school administrators is needed to help teachers enact inclusive education more effectively.
What the researchers tested
The researchers proposed a reflexivity cycle model to help educators reflect on their goals and teaching practices. They used in-depth interviews with nine teachers from public and private primary schools in Hanoi, Vietnam, and analyzed the qualitative data using qualitative content analysis from a constructivist interpretive stance.
What worked and what didn't
Teachers identified building a fair and disciplined educational environment, and promoting mutual understanding, communication, and trust among stakeholders inside and outside the classroom, as key strategies for inclusive education. However, the study reported a disconnect between national education policies and teachers' actual practices, which the authors link to a lack of training and limited involvement from school administrators.
What to keep in mind
The study is based on interviews with nine teachers in Hanoi, so its scope is limited to that setting and group. The abstract does not describe additional limitations beyond the small, local sample.
Key points
- Teachers often framed inclusive education as normal versus abnormal.
- The study found low confidence in inclusive education for students with special educational needs.
- Teachers emphasized fairness, discipline, communication, and trust as strategies.
- The authors link policy-practice gaps to limited training and administrator involvement.
- The study used interviews with nine primary school teachers in Hanoi.
Disclosure
- Research title:
- Vietnamese teachers often viewed inclusive education through a binary lens
- Authors:
- Tú Anh Hà
- Institutions:
- Cordoba University, FPT University, University of Córdoba
- Publication date:
- 2026-02-18
- OpenAlex record:
- View
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