Teacher Readiness for Inclusive Education: A Systematic Review

Abstract

This systematic review examined empirical studies on teacher readiness for inclusive education among in-service teachers published in English from 2020 to 2026. The review focused on readiness and closely related constructs, including preparedness, competence, confidence, capability, professional preparation, self-efficacy, and training for inclusive practice in mainstream, inclusive, special education, or disability-related settings. A reconstructed screening approach was used to organize an already gathered evidence pool. Eleven studies were retained for full-text eligibility assessment, and ten studies were provisionally included in the final synthesis. The included studies came from Australia, Germany, the Philippines, Hong Kong, South Africa, Norway, China, and Oman. Across the literature, teacher readiness emerged as a multidimensional construct reflected in self-efficacy, competence, professional knowledge, attitudes, implementation intention, knowledge, and training. The synthesis also showed that professional development and in-service support are central supports for readiness, while limited preparation, inadequate resources, and weak school-level support constrain inclusive practice. Overall, the review suggests that teacher readiness is shaped by both teacher-level capability and the broader conditions of schooling, and that improving readiness is essential to strengthening inclusive education.