Research Article
Exploration and Validation of Teacher Competency Models in Creating an Inclusive Learning Environment
@INPROCEEDINGS{10.4108/eai.16-9-2025.2361152, author={Asiah Asiah and Try Wahyu Purnomo and Erwita Ika Violina and Rafael Lisinus and Fadinda Aisyah}, title={Exploration and Validation of Teacher Competency Models in Creating an Inclusive Learning Environment}, proceedings={Proceedings of the 7th International Conference on Innovation in Education, Science, and Culture, ICIESC 2025, 16 September 2025, Medan, Indonesia}, publisher={EAI}, proceedings_a={ICIESC}, year={2026}, month={3}, keywords={teacher competencies inclusive education delphi technique}, doi={10.4108/eai.16-9-2025.2361152} }- Asiah Asiah
Try Wahyu Purnomo
Erwita Ika Violina
Rafael Lisinus
Fadinda Aisyah
Year: 2026
Exploration and Validation of Teacher Competency Models in Creating an Inclusive Learning Environment
ICIESC
EAI
DOI: 10.4108/eai.16-9-2025.2361152
Abstract
This study is to investigate and validate a competency model for teachers in creating an inclusive learning environment. Inclusive teacher competencies are essential to address student diversity and ensure equitable access to education for all learners. The research employed the three-round Delphi Technique, involving experts in inclusive education and educational practitioners. The instruments consisted of validation questionnaires assessing both the substance and urgency of each competency indicator. The findings revealed that in the first round, ten competency indicators were validated with minor editorial revisions. In the second round, practitioners assessed most indicators as highly urgent, with an average score exceeding 4.50. The third round produced a final consensus with more than 93% agreement. These results established four main domains of inclusive teacher competencies: pedagogical, relational-affective, collaborative structural, and professional technological. This study concludes that the developed competency model is valid, urgent, and applicable, and it may serve as a reference for teacher training and inclusive education policy development.
