Exploring Students' Perceptions Towards Inclusive Teaching Practices and Institutional Support in Higher Education Institutions: A Survey Research Study of Sindh, Pakistan

Rehman Ali; Danish Riaz; Saveera Mithani; Junaid Masood; Shadab Sandano

doi:10.71317/jgst.2.10.2026.853

Authors

Rehman Ali Lecturer Education, IMCB H-9, Islamabad MPhil Scholar, Sukkur IBA University Author
Danish Riaz Lecturer, Government College, University of Hyderabad PhD Scholar, MUISTD, Mehran University of Engineering and Technology, Jamshoro Author
Saveera Mithani Visiting Faculty, Department of Education, The Shaikh Ayaz University, Shikarpur Author
Junaid Masood Junior Elementary School Teacher, GBELS Wapda Colony, Larkana Author
Shadab Sandano Primary School Teacher, Shaheed Abdul Qadir Laghari Campus School, Larkana Author

DOI:

https://doi.org/10.71317/jgst.2.10.2026.853

Keywords:

Inclusive education, Inclusive teaching practices, Institutional support, Higher education, University students, Pakistan, Universal Design for Learning (UDL)

Abstract

Inclusive education has become a key priority in higher education, requiring universities to adopt teaching practices and institutional support systems that accommodate the diverse needs of all learners. Despite recent policy initiatives in Pakistan, empirical evidence regarding inclusive teaching practices and institutional support remains limited. This study examined students' perceptions towards inclusive teaching practices and institutional support in public universities of Sindh, Pakistan. A quantitative Survey research design was employed, and data were collected from 385 students selected through a multistage sampling technique involving cluster, simple random, and convenience sampling. Data were gathered using a structured survey questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS) version 26. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to analyze the data. The findings revealed that students generally held positive perceptions of both inclusive teaching practices and institutional support. Among the dimensions of inclusive teaching, Inclusive Classroom Environment received the highest mean score (M = 4.15), while Inclusive Instructional Strategies received the lowest (M = 3.98). Regarding institutional support, Academic Support Services were rated most positively (M = 4.08), whereas Policy and Administrative Support received the lowest mean score (M = 4.01). Overall, the results suggest that public universities in Sindh are making encouraging progress toward inclusive higher education; however, improvements are needed in differentiated instructional practices and the implementation and communication of inclusive policies. The study provides empirical evidence to inform university administrators, policymakers, and educators in strengthening inclusive teaching practices and institutional support to foster equitable and student-centered higher education in Pakistan.