Teachers’ insights about conducive learning environment for inclusive classroom and strategies shaping inclusive classroom: A phenomenological approach

Abstract

Fostering inclusive classrooms requires intentional strategies that go beyond addressing individual learners, shaping teaching practices and the broader learning environment to support all students. This study explored how teachers conceptualize and cultivate conducive learning environments within inclusive classrooms. Using a phenomenological approach, eight purposively selected teachers from Tonoton Elementary School, Ilocos Norte, participated in semi-structured interviews, and the data were analyzed thematically to capture their lived experiences and perspectives. Findings reveal that teachers view conducive classrooms as multidimensional spaces that are physically and emotionally safe, value diversity and foster belonging, are well-structured and resource-rich, employ adaptive and learner-centered instruction, cultivate trust and community support, promote academic and socio-emotional growth, and demonstrate resilience through creative problem-solving. To achieve this, teachers employ interrelated practices such as tailoring instruction to diverse learner needs, fostering collaboration and trust, ensuring a safe and supportive environment, promoting inclusivity and respect, and leveraging institutional and community resources. The study underscores that effective inclusive classrooms emerge from context-sensitive, relational, and systemic practices, highlighting teachers’ pivotal role in translating inclusive policies into meaningful, equitable, and sustainable learning experiences.