Inclusive Pedagogy and Positive Learner Behaviour: A Mixed Methods Study of Behavioural Outcomes in Zambian Selected Schools

Authors: Phiri Prisca Sulo

Affiliation: School of Education, Evelyn Hone College of Applied Arts and Commerce Lusaka, Zambia.

Corresponding Author: [email protected]

March 11, 2026

SIAR-Global Journal of Literatures & Educational Review

Zenodo DOI: 10.5281/zenodo.20342848

Crossref DOI: 10.66694/siar.gjler202603

Inclusive Pedagogy and Positive Learner Behaviour: A Mixed Methods Study of Behavioural Outcomes in Zambian Selected Schools

Research Article Education

Abstract

Inclusive education is increasingly recognized not only as an access strategy but also as a pedagogical approach capable of improving learner behaviour and social outcomes. While global research has focused on participation and equity, limited empirical studies in Sub-Saharan Africa examine behavioral outcomes associated with inclusive pedagogy. This study investigates the relationship between inclusive teaching practices and positive learner behaviour in Zambian schools. The study adopts a qualitative-dominant mixed methods design involving 90 participants including learners, teachers, administrators, teacher trainees and community stakeholders. Data were collected through interviews, focus group discussions, classroom observations and questionnaires. Data are analysed using thematic analysis and descriptive statistics. Findings show that inclusive practices such as differentiated instruction, cooperative learning, peer mentoring and positive reinforcement contribute to improved learner empathy, cooperation, confidence and self-regulation. Results further indicate that inclusive classroom environments promote belonging, reduce behavioral conflict and strengthen peer relationships. The study concludes that inclusive pedagogy functions not only as an instructional strategy but also as a behavioral development mechanism. The findings suggest the need to strengthen teacher training in inclusive pedagogy and behaviour support strategies. Policy frameworks should incorporate behavioral indicators alongside academic outcomes. The study contributes empirical African evidence linking inclusive pedagogy to behavioral development and supports the view that inclusive education contributes to social cohesion and holistic learner development.

Keywords

inclusive education, learner behaviour, positive behaviour support, inclusive pedagogy, Zambia

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Phiri Prisca Sulo (2026). Inclusive Pedagogy and Positive Learner Behaviour: A Mixed Methods Study of Behavioural Outcomes in Zambian Selected Schools. SIAR-Global Journal of Literatures & Educational Review, Vol. 2, No. 1. DOI: 10.5281/zenodo.20342848

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Inclusive Pedagogy and Positive Learner Behaviour: A Mixed Methods Study of Behavioural Outcomes in Zambian Selected Schools

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