Inclusive Pedagogies in Environmental Education and Life-Long Learning: Teachers Sense-Making Perspectives

Abstract

This study relied on the interpretive qualitative study paradigm to explore the newly developed idea of inclusive pedagogies in environmental education and lifelong learning through the lens of sense-making theory. Ten teachers were purposively selected from two public and two private schools teaching in primary Class 3 at Mampong Municipality, Ghana. The thematic analysis uncovered various pedagogies that are used in environmental education under four themes: diverse learning approaches, collaborative and inclusive learning environments culturally relevant teaching strategies and technology for accessibility. The analysis further reviews the many challenges the execution of environmental education faces. They are resource limitations, difficulties in applying personalised teaching pedagogy and lack of effective collaboration and communication. The study’s suggestions for action highlight the necessity of providing teachers with continuous professional development to improve their abilities to use inclusive pedagogies and develop innovative solutions to resource limitations.