Inclusive Education in Chad: In-service Teachers' Perceptions, Practices, Challenges, and Expectations

DJEKOURMANE DENIS^*

• Shaanxi Normal University, Xi'an, China

This study explores in-service teachers' perceptions, practices, challenges, and expectations regarding inclusive education in Chad, a sub-Saharan African country with limited research in this area. Framed in the inclusive pedagogy framework, we employed qualitative research methods based on semi-structured, open-ended interviews with 23 teachers (6 female and 17 male) and thematic analysis. The study investigates teachers' perceptions of educational exclusion and inclusion, as well as their approaches to meeting the needs of students from varied socio-economic, political, cultural, linguistic, and religious backgrounds. Four key themes emerged from the results: teachers' perceptions of exclusion, understanding of inclusion, inclusive teaching practices, and challenges in implementation. Specifically, teachers identified exclusion based on religion, ethnicity, politics, economics, and geography but often overlooked gender, disability, and refugee status. While some inclusive practices were evident, such as sharing resources, recognizing individual needs, facilitating group work, and maintaining neutrality, teachers rarely addressed students' emotional and psychological well-being. Key challenges included inadequate pre-and in-service training, lack of systemic and institutional support, and reluctance to engage with politically and culturally sensitive issues, which may unintentionally sustain social inequalities. Teachers expressed a desire for more practical guidance and clearer policy frameworks. The study emphasizes the need to reform teacher education by integrating inclusive pedagogy, multicultural content, and social justice principles while promoting teacher agency and reflective practice to foster equitable and supportive learning environments. The study also discusses theoretical and practical implications and the potential research avenues with more combined methods.