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All Journal Journal of Educational Research and Practice LinguaEducare: Journal of English and Linguistic Studies
Julien, Gabriel
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Education Languange, Linguistic, Communication & Media

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Journal : Journal of Educational Research and Practice

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The Importance of Inclusive Education and Correlation with Self-Concept among Students: A Conceptual Literature Review Julien, Gabriel
Journal of Educational Research and Practice Vol. 3 No. 2 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i2.367

Abstract

Inclusive education is pivotal in promoting equitable learning opportunities and nurturing student self-development. This study systematically reviews relevant literature to explore the significance of inclusive education and its correlation with self-concept among students. Using a qualitative descriptive approach, this conceptual study draws on various peer-reviewed sources that address inclusive pedagogical practices, student identity formation, and psychosocial learning environments. The analysis reveals that inclusive education positively influences students' self-concept by fostering a sense of belonging, autonomy, and competence within the school setting. Teachers' attitudes, peer interactions, and institutional support are critical factors shaping students' self-perception in inclusive environments. Furthermore, inclusive classrooms promote mutual respect and reduce stigmatization, improving academic and socio-emotional outcomes. This paper also highlights challenges in implementation, such as limited teacher training and societal prejudice, which may hinder the development of a healthy self-concept among learners with diverse needs. The findings suggest that to optimize student self-concept, inclusive education must be approached holistically—integrating curriculum design, teacher preparedness, and school-wide inclusion policies. The study provides conceptual insights that may inform educational practitioners, policymakers, and researchers in designing inclusive strategies that support student identity and well-being. Limitations and directions for future empirical research are discussed.
Inequality in Teaching and Learning and the Anomaly in Educating Street Children: A Conceptual Literature Review Julien, Gabriel
Journal of Educational Research and Practice Vol. 3 No. 3 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i3.386

Abstract

Educating street children is fundamental since it provides learning opportunities and life skills. This study systematically reviews pertinent literature to explore the significance of teaching and learning and highlights the paradox in educating street children. It uses a qualitative descriptive approach and draws on various peer-reviewed sources that address inclusive pedagogical practices towards the education of street children. Mention must be made that while the literature presents worthwhile information about education and street children, it utilizes two different themes. It does not address these two headings together as one. Thus, this research fills that gap. The analysis highlights that although mainstream education does not adequately incorporate all street children, education is necessary because it frequently builds self-concept and provides children with essential strategies. The analysis notes that a healthy self-concept gives these children a sense of belonging, autonomy, and competence within their social environment. Educating street children in regular classroom settings is impossible. This paper mentions some challenges in educating street children and indicates a holistic approach to education, including curriculum design, adequate teacher training, and school inclusion policies. It also provides conceptual insights that may inform educational practitioners, policymakers, and researchers in designing meaningful educational strategies that support these children and augment their self-esteem and ability. Limitations and directions for future empirical research are also discussed.
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