Bridging the Chasm: Strengthening Faculty Development Programs to Support Inclusive Education for Diverse Learner Needs in Higher Education

Abstract

The growing multicultural nature of student groups in higher education calls for pedagogical strategies that address diverse learning needs. Faculty play a central role in implementing inclusive practices, but their ability to do so depends largely on the training and support they receive. This research explored how faculty perceive various learning needs, their willingness to adopt inclusive education, and the significance of faculty development programs. A quantitative, descriptive design was used, with a structured questionnaire distributed to 330 faculty members at the University of Sargodha and its affiliated colleges in Punjab, Pakistan. The results showed strong faculty commitment to inclusive education and effective teaching practices for students with cognitive, physical, and linguistic disabilities. The findings emphasized the importance of faculty development programs in enhancing educators' knowledge, skills, and confidence in inclusive pedagogy. The study concluded that long-term, comprehensive faculty development is crucial for creating inclusive and equitable learning environments in higher education.